Three experiments are reported that represent a reexamination of the missing-number method (Buschke, 1963b) of estimating short-term memory span. The missing-number task involved presenting a random sequence of all but one of the numbers of a known reference set and asking subjects to identify the missing number. Experiment 1 introduced a modified missing-number task that included two missing items and two choices made by the subject. With a large decline in performance for the second choice relative to the first, it is possible that only the second choice was subject to output or retrieval interference. An alternative explanation is that subjects output the number with the weakest memory representation as their first response. By postcuing subjects to report their two choices in a forward or backward sequence, Experiment 2 provided evidence against the importance of output interference and support either for the importance of retrieval interference or for the "weakest-first" hypothesis. However, with a paradigm that replaced only correctly identified missing numbers, a prediction that subjects would select the number with the weakest memory representation as their first response was not confirmed in Experiment 3. Instead, retrieval interference was implicated to explain the first-choice superiority found in Experiments 1 and 3. The results were interpreted in terms of the TODAM model of Murdock (1982Murdock ( , 1987).Researchers generally agree that the amount of information that one can retrieve in a memory span task is satisfactorily estimated by Miller's (1956) seven plus or minus two "chunks." For example, when a "chunk" consisted of words adjacent in both presentation andrecall, Tulving and Patkau (1962) found that subjects were not able to utilize more than seven "adopted chunks" at a time. More recently, Ericsson (1985) found that without the use of long-term memory processes for encoding and retrieval, digit spans paralleled Miller's finding of about seven items. Despite a digit span that reached trained levels of 84 for 1 subject, when "meaningful encodings" (e.g., in terms of running times, dates, or years) were prevented by increases in presentation rate, or by the use of letters rather than numbers, his span dropped to the traditional size of about seven items.