This study examines the utility of an elaboration hypothesis as a means of predicting the recall of major ideas from text through the manipulation of paragraphs and via the use of inserted questions requiring different levels of elaboration. (PN)

Two studies investigated (1) the ability of learning disabled children to perform tasks that specifically demand the recognition and production of main-idea statements, and (2) their ability to detect an inappropriate sentence in a paragraph. (PN)

Reports on a study designed to show that Tulving's theory of encoding specificity and Bahrick's theory of associative continuity are not contradictory, rather complementary. (CLK)

This article describes an experiment which explores the relationship between the interval between the two occurrences of the repeated item to be recalled and the memory for the repeated item, and argues that both spacing and lag effects are dependent upon factors associated with study-phase retrieval. (CLK)

Developmental changes in memory organization based on synonym and antonym relationships were examined in three experiments. Subjects were 64 second graders and 64 sixth graders. Some inadequacies of a false recognition paradigm for developmental research are identified and some alternative analyses are proposed. (Author/JH)

This study investigated whether students' memory retention rate improved when they were provided with blue ink printed material. A pretest, treatment, posttest with control group design was used. The participants were 93 10th and 11th grade students in algebra and geometry courses, and there were 2 classes in each course. The treatment lasted for…

This book presents information to help teachers turn research on brain function into practical classroom activities and lessons, offering: brain facts; information on how the brain processes information; tips on maximizing retention; an information processing model that reflects new terminology regarding the memory systems; new research on how the…

Research supported by a United States Public Health Grant to Edward E. Smith. (VM)

This study is consistent with a model of semantic memory that assumes that the memory store is organized primarily into noun categories, and that the process of retrieving information from this store consists of entering the appropriate category as a first step. (Authors)

Author used controlled experiments to determine the effects of short and long spacing and to refine and improve a training program; extensive training resulted in higher levels of learning, accompanied by more dropouts and higher absenteeism.'' (Author)