Three flee-recall experiments were motivated by the common-sense notion that an item should be better remembered and less easily forgotten the greater the rehearsal devoted to the item. In each experiment, four lists of words were presented and a cue to remember or to forget was presented after each word in a list in turn. Before each cue was presented, however, there was a variable blank period during which subjects were required to hold the current word in memory. Immediate and final recall of to-be-remembered and to-be-forgotten words were essentially independent of amount of rehearsal, whereas final recognition increased systematically with rehearsal. The results suggest the need for a distinction between rehearsal as a maintenance activity and rehearsal as a constructive activity. The idea that a cue to forget should be less effective the longer an item has been studied or rehearsed is as compelling as the idea that learning should be an increasing function of study time.

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We conclude that the residual pneumoperitoneum following laparoscopic surgery resolves within 3 days in 81% of patients and within 7 days in 96% of patients. The resolution time was significantly less in patients sustaining intraoperative bile spillage during cholecystectomy. There was no correlation found between postoperative shoulder pain and the presence or duration of the pneumoperitoneum.

When Ss are presented a first set of items (Set A) followed by a second set (Set B), a postinput cue to recall only Set B results in better recall of Set B than does a cue to recall Set B then Set A; to a lesser extent, the same result holds for Set A. Such "Only" effects (Epstein, 1970) have typically been attributed to selective search processes at the time of recall. In the free-recall experiment reported here, cues to remember all, only two, or none of the items in each of eight successive four-word blocks were presented either before or after a 3-sec rehearsal period. Even though the search set at output was constant (16 to-be-recalled words), there was an Only effect for blocks followed by selective (postcue) rehearsal, whereas nonselective (precue) rehearsal produced no such effect. More striking than that result was the incredible ability ot ISs, Whatever tile condition, to differentiate to-be-remembered and to-be-forgotten items. Set differentiation during input appears much more important as a mechanism of directed forgetting than either selective search or selective rehearsal.

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