SEVENTY-FIVE FEMALE PSYCHOLOGY STUDENTS PARTICIPATED IN A STUDY WHICH INVESTIGATED THE EFFECT OF GROUP PRESSURE ON THE RETENTION OF PREVIOUSLY LEARNED VERBAL MATERIAL IN A CONTROLLED LABORATORY SETTING. THE SUBJECTS WERE RANDOMLY ASSIGNED TO FIVE SITUATIONS, 15 TO A GROUP, AND WENT THROUGH 4 STEPS IN THE EXPERIMENT -- (1) ORIGINAL LEARNING, (2) TESTING WITH OTHER SUBJECTS, (3) TESTING ALONE, AND (4) RELEARNING. AFTER LEARNING A PAIRED-ASSOCIATES TASK, THE SUBJECTS WERE EXPOSED TO ONE OF 3 SITUATIONS -- (1) CORRECT FEEDBACK, (2) INCORRECT FEEDBACK, AND (3) NO FEEDBACK. TWO OTHER SITUATIONS SERVED AS CONTROLS FOR THE CORRECT-FEEDBACK AND THE INCORRECT-FEEDBACK SITUATIONS. FEEDBACK WAS GIVEN EITHER BY A GROUP OR BY ONE PERSON. RESULTS SHOWED THAT RECALL WAS ACCELERATED BY CORRECT FEEDBACK AND REDUCED BY INCORRECT FEEDBACK, AND THAT FEEDBACK FROM OTHER PERSONS SIGNIFICANTLY AFFECTED MEMORY. THE DIFFERENCE BETWEEN THE ONE-PERSON AND THE GROUP CONDITIONS FAILED TO REACH SIGNIFICANCE. HOWEVER, INTERNAL ANALYSES REVEALED DIFFERENCES BETWEEN THE TWO CONDITIONS WHICH INDICATED THAT NORMATIVE SOCIAL INFLUENCE AS WELL AS INFORMATIONAL SOCIAL INFLUENCE AFFECTED COMPLEX COGNITIVE PROCESSES. (AUTHOR/NS)