Abstract
This chapter reviews several studies indicating that syntactic and semantic structure facilitates verbal learning and memory. Syntactic structure allows the units stored in generated abstract memory to be of a larger size than individual words or nonsense items. The major grammatical constituents seem to function as units of information recalled from generated abstract memory. When items had to be recalled verbatim, there were indications that item strings with syntactic structure require less processing capacity to recode for recall than unstructured item strings, that syntactic structure may serve as an encoding category in generated abstract memory, and that appropriate intonation facilitates the identification of grammatical structure. Although there is some equivocal evidence to indicate that certain rules are used in verbatim learning and memory, there is little indication that such rules are used in processing speech and text for meaning.
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