A reevaluation of a number of experiments suggests that normal and retarded persons differ on short-term memory tasks from the time of initial stimulus exposure. The hypothesis that memory differences are due to differential encoding as a result of more adequate rehearsal by the normal subjects is unacceptable. (Author/BW)

Individual differences in retention, with an emphasis on their relationship with learning speed and other cognitive factors, were studied in 685 military recruits. In all of the forgetting conditions, the fastest learners remembered more and relearned faster. Results support the existence of individual differences in retention. (SLD)

In a synthesis of concepts from communication, comprehension, and socialization of intelligence, it is suggested that strategy adoption is dependent on the prior learning of the "situated meaning" for tasks requiring the use of memory strategies. In this view, strategy deficiencies in the mentally retarded arise from an impoverished learning…

The theoretical and methodological concepts for research on aptitudes as cognitive processes are discussed. Individual differences constructs are reviewed in relation to cognitive processing models, and studies of short-term memory are reviewed. A coordinated approach to the study of aptitude as information processing is recommended. (Author/RD)

Demonstrated is a covariance principle that causes the observer to assume that if one aspect of a two-dimensional figure (its perimeter or its area) is conserved, the other aspect must also be conserved (pseudo-conservation). Mentally retarded individuals, assuming no such fixed relationship, correctly judged the changed state of the nonconserved…

Two methodological issues involved in determining the relationship between learning and general intelligence were examined: (1) the use of learning strategies in a paired-associate task and (2) the importance of time (rather than errors) in the measurement of learning efficiency. (Author/RD)

Retarded and nonretarded persons were compared on a task designed to preclude the use of cognitive strategies. Results suggest the possible importance of automatic processing deficiencies and invite a reconsideration of the idea that the relationship between intelligence and memory is due entirely to effortful processes. (LMO)

Groups of retarded and nonretarded children were investigated as they learned three rules underlying problems adapted from the Raven Progressive Matrices Test: rotation, imposition, and subtraction. Results were seen as consistent with theories that emphasize transfer flexibility as one potential source of individual and comparative differences in…