Explores the central thesis of cognitive science that the mind is an information processor. Discusses the study of reading as an opportunity to gain insight into how that processor works. Provides several examples that illustrate some of the relationships between eye movement, short-term memory, and long-term memory. (TW)

A set of immediate memory-span tests, concept- and rule-learning tasks, and an IQ test were administered to adolescents. A color-form memory factor and IQ substantially predicted rule-learning proficiency. Effects of memory aids appeared to induce conceptual rules and serve as a base for rehearsing information. (Author/RD)

Explores the relationship between teenagers' working memory and school achievement. Experiments revealed significant correlations between the two, specifically in the field of foreign language. Includes descriptions of the experiments with accompanying statistical tables. (MJP)

Fleeting electrochemical connections made between brain cells help people remember the thoughts, skills, experiences, and knowledge that make them unique. Presents the dissection of the brain of a sheep, an animal in which brain structure and function are similar to that in humans, to demonstrate where these processes take place. (PVD)

Objective/Method: ADHD is often comorbid with anxiety disorders, with rates approaching 25% in many samples. This current review's goal is to examine the literature on ADHD with comorbid anxiety from 1998 to the present. Results: Recent studies indicate that anxiety in ADHD may a) partially inhibit the impulsivity and response inhibition deficits,…

Cognitive clusters from the Woodcock-Johnson III (WJ III) Tests of Cognitive Abilities that measure select Cattell-Horn-Carroll broad and narrow cognitive abilities were shown to be significantly related to mathematics achievement in a large, nationally representative sample of children and adolescents. Multiple regression analyses were used to…

A study compared the effects of cognitive complexity on the speech production of 14 advanced non-native speakers of English and 14 native English-speakers. Cognitively simple and complex tasks were distinguished based on text type (narrative versus expository). Subjects read one narrative and one expository text in separate sessions, then wrote…

A study investigated connections between reading difficulties and short term memory processes in order to explore the psychological basis for some individual differences in reading comprehension skills. Drawing on previous research indicating that poor readers were inferior to normal ones in judging whether two patterns of long and short tones…

Replications of two basic experiments in support of the dual-coding processing model with grade 10 and college subjects used pictures, concrete words, and abstract words as stimuli presented at fast and slow rates for immediate and sequential recall. Results seem to be consistent with predictions of simultaneous-successive cognitive theory. (MBR)

The literature on individual differences in cognitive processes that operate at the text level is reviewed. Poor readers display comprehension deficits independent of word-decoding skill, due to deficient syntactic abilities and to more general metacognitive strategies. The general conclusions from this review and from Part One (ED 150 706) are…

Background: Accumulating evidence supports methylphenidate-induced enhancement of neuropsychological functioning in attention deficit hyperactivity disorder (ADHD). The present study was designed to investigate the acute effects of the psychostimulant drug, methylphenidate (MPH), on neuropsychological performance in stimulant naive boys with ADHD.…

The unrehearsed performance of music, called "sight-reading" (SR), is a basic skill for all musicians. It is of particular interest for musical occupations such as the piano accompanist, the conductor, or the correpetiteur. However, up until now, there is no theory of SR which considers all relevant factors such as practice-related…

This paper examines the cognitive processes associated with higher-order thinking strategies--i.e., cognitive processes directly associated with the employment of knowledge in the service of problem solving and creativity--in order to more clearly define a prescribed instructional method to improve problem-solving skills. The first section of the…

Learning and retention may be influenced by subtle instructional stimulus characteristics and certain visual memory aptitudes. Ten stimulus characteristics were chosen for study; 50 sequences of programed instructional material were specially written to conform to sampled values of each stimulus characteristic. Seventy-three freshman subjects…

Retarded subjects were compared with mental- and chronological-age matched controls on serial short-term memory (STM) tasks. Retarded subjects were inferior to the control groups on both primacy and recency items, under two recall conditions. These data are discussed in relation to possible mechanisms underlying IQ-related individual differences…