The prefrontal cortex (PFC) is known to contribute to memory processes such as encoding representations into long-term-memory (LTM) and retrieving these representations from LTM. However, the details of the PFC's contribution to LTM processes are not well known. To examine the characteristics of the PFC's contribution to LTM processes, we analyzed…

This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition,…

Examined whether reading disabled children differed in the utilization of rules in a paired associate learning task. In two experiments, children were assigned to one of three conditions: (a)nonrule, (b)consistent rule, or (c)inconsistent rule. When present, the rule was based on semantic opposites. (Author/NH)

This summary of a program of research in children's learning describes the effects of pictures and visual imagery on children's cognitive performance. The role of individual differences is highlighted throughout the paper, as are variables which potentially limit the effects discussed. Some of the conclusions were that in a large number of…

Contextual facilitation appears to depend upon the mode of analysis of the prime. If the prime is analyzed as a meaningful unit, facilitation occurs. However, if it is subjected to a more discrete, letter-by-letter analysis, the priming effect vanishes. (Author/CP)

A skilled cognitive theorist might help behaviorists resolve inconsistencies found from their experimentation with imaginal mnemonics in paired-associate and serial learning tasks. Iconic cognition which relegates verbal processes to short-term storage and output systems is inadequate to explain the verbal coding and elaboration processes…