This study investigates children's semantic integration of sentence information as a function of instructions (form or substance), test sentence form (verbatim or paraphrased from acquisition story sentences), and story content (spatial or general relationships). After 144 fifth-grade children were presented with twelve short acquisition stories,…

Discusses three experiments designed to examine the problem of the internal representation of meaning of a verbal stimulus. (Text is in Italian.) (CFM)

Twenty-four college seniors summarized a 167-word text. Five days later, they completed a sentence-recognition task and described components of successful text summarization. It appeared that students who summarized efficiently also stored information in memory efficiently. (Author/CJ)

A new technique for determining children's subjective organization of speech is described. The technique required subjects to memorize a target sentence, and then to respond with the second next word when the sentence was interrupted by the sound of a tone. (MP)

This study showed that the Elementary Perceiver and Memorizer (EPAM) can explain letter recognition phenomena earlier simulated by the connectionist Interactive Activation Model of word perception. EAPM, a model of learning and recognition in the form of a computer program, has previously explained many aspects of learning and perception. (TJH)

The comprehension and recall of instructional text is heavily dependent upon the contexts in which information input and retrieval occur. College students (N=44) recalled the contents of a hierarchically structured text immediately after study and again six weeks later. Total meaningful recall was better when the superordinate concepts, or cues,…

A total of 160 second-grade children were assigned on the basis of a free-recall pretest to four instructional conditions and were given a series of lists of pictures for free recall. Results focused on different levels of recall displayed by experimental and control groups. (Author/CI)

Outlines leadership capabilities that effective principals can exert to improve the teaching of higher level thinking skills to students. An important initial step is to make the development of student thinking skills a building priority at the school. (MD)

Discusses laws and general characteristics of normal memory, specifying how exceptional memory feats deviate from and contradict them. Also discusses research in support of the assertion that normal memory structure is sufficient to explain exceptional memory feats, if differences in practice and prior experiences are taken into account.…

Thirty children with mild mental retardation were compared with 30 children of the same age and 26 children matched for verbal age without mental retardation on a forward digit span task. The highly significant group difference was reduced to nonsignificance when a measure of central executive functioning was covaried out. (Author/CR)

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…

The present investigation examined implicit and explicit memory in 20 children diagnosed with attention deficit/hyperactivity disorder (AD/HD) and 20 matched controls. Consistent with previous research, children with AD/HD performed more poorly than controls on an explicit test of long-term memory for pictures. New results were that (a) there was…

Through the years teachers have developed a systematic approach to teaching logic, order, and structure. This approach has put to use the capabilities of only the left side of the brain, neglecting the right-brain activities of visual literacy and visual clustering. To help students organize information efficiently, teachers should provide…