The paper reviews the use of pictorial mnemonic strategies as an instructional tool for nonhandicapped and handicapped learners. Recent research has indicated that mildly handicapped learners can successfully employ fairly complex mnemonic strategies, and mnemonic strategies can be adapted to many different content areas. (Author/CL)

Argues that word learnability and ease in the second-language classroom can serve as guidelines in second-language instruction for the following: the selection of words to be taught; the presentation of words; the facilitation of long-term memorization; the development of strategies for self-learning; and the assessment of vocabulary knowledge.…

Suggests that since great deal of memorizing takes place in libraries, librarians are in good position to study question of which strategies are most effective in processing which media, and perhaps, to contribute to what little is known about effectiveness of individual memory strategies during the transfer process. (34 references) (EJS)

This article reviews the literature on three aspects of memory: (1) an information processing model of memory (including the sensory register, attention, short-term memory, and long-term memory); (2) instructional strategies designed to enhance memory (which stress gaining students' attention and active involvement); and (3) reasons why…

This article on using mnemonics with students having learning and behavior problems first offers a case study of a 7th grade student and then describes the letter strategy, the keyword mnemonic method, and the pegword method. Seven steps for implementing mnemonic strategies are offered. An inset reviews the research literature on using mnemonic…

Emerging research evidence of an approach to learning that combines memorization and comprehension, particularly from Asia, is examined and possible explanations for it are discussed. It is proposed that this approach may explain the apparent paradox of high achievement is Asian cultures, where rote learning in stressed. (Author/MSE)

Explanations for memory development have tended to focus on acquistion of general strategies and metaknowledge. Recently, emphasis has been given to the knowledge base as a whole, including general world-knowledge and domain-specific knowledge and procedures. Evidence is presented from the memory development literature showing why strategies and…

Suggests that the study of memory needs to be situated within broader conceptual and research contexts. Examines how four contexts accommodate memory phenomena: (1) knowledge; (2) comprehension; (3) context/function; and (4) strategy. Suggests that memories are best examined as knowledge structures resulting from efforts to understand, and that…

Addresses one aspect of individual differences and how socially learned cues may radically influence the verbal learning tasks performed by university students taking a foreign language. The nonuniversity studies reviewed provide the backdrop for a more in-depth study on four memorization modes and how these strategies are largely dependent on…

Studies indicate that individual differences in strategy use among mentally retarded and learning disabled students can be explained by a metacognition model which integrates three components--Specific Strategy Knowledge, Metamemory Acquisition Procedures, and General Strategy Knowledge (including beliefs about the causes of successful…

This monograph reviews the research findings related to study skills and provides a limited number of examples. The monograph emphasizes the relationship of information processing theory to effective teaching and learning, and details the growth of interest in metacognition. It reviews existing programs that teach study skills and discusses the…

Insights from both cognitive psychology and learning disabilities intervention research are presented to improve understanding of the processes by which number fact fluency develops. Discussion includes assessment guidelines and learning strategies such as counting all, counting on, and alternative groupings. (Author/JDD)

Describes the theoretical models which suggest different "levels" in memory processing, corresponding to the short-term and long-term storage of information. Reviews studies substantiating this perspective and outlines strategies for the use of "levels" in developmental education design, as an alternative to rote memorization. (PAA)

Indepth research on Chinese students questions Western notions regarding motivation and memorization. Chinese educators believe creativity and understanding require much effort, repetition, and attention. Time on task and behavioral problems may be less relevant. Reform efforts using transplanted ideas must consider both societies' contexts.…