Decisions assume some level of interdependency between knowledge and know-how, these being distinct realities. Knowledge refers to the understanding one has of a phenomenon while know-how refers to one's capability of actions on a phenomenon. Information can be related to decision only by transforming data which is held in a semiotic memory into…

Memory-based searching was compared in 15 developmentally delayed and 24 normal two-year-olds. In a relatively easy memory task, individual differences were minimal, but searching for a plausible alternative location based on memory revealed marked individual differences and an important difference in the cognitive functioning of the delayed…

Examines the role that memory plays in the understanding of mathematics. Areas discussed include: retention research; memory and teaching; structure and organization in memory; and transformations in memory. Relevant research and implications for instruction are addressed. (JN)

Five studies were carried out to analyze role of short-term storage in reading of organized text. By interrupting the subject's reading with a distractor task, information that was being carried in short-term storage was removed. It was found that this interruption effect could be countered by giving the subject the last one or two sentences that…

The relationship between forward and backward digit span and basic cognitive processes was examined. Subjects were administered measures of sequential processing, simultaneous processing, and planning. Correlational analyses indicated the serial processing character of forward digit span, and the relationship between backward digit span and…

Outlines a proposed model for understanding the human information processing system, which is conceptualized in terms of three interrelated major elements--executive, working, and long-term memory--with emphasis on the structure of long-term memory. Thirty-one references are listed. (MBR)

When asked to construct, from memory, the spatial layout of a large scale area, kindergarteners and third graders placed objects more accurately when they had been presented a story connecting the objects than when no story had been presented. (RH)

Suggests that even the youngest children use systematic strategies in ordering the elements of a story based on causal and temporal relationships. (FL)

Contends that redundancy increases information transmission and reception by (1) decreasing equivocation and error and (2) establishing memory traces and inhibiting forgetting. (PD)

The present study examined the influence of memory codes varying in meaningfulness and retrievability and cumulative rehearsal on retention of observationally learned responses over increasing temporal intervals. (Editor)

Describes an experiment which determined the amount of loss in French skills that students suffer during the summer vacation between grade 9 and grade 10; research supported by a grant from the Ontario Ministry of Education. (RL)

An experiment was conducted to investigate memory in a concept (CI) identification problem as a function of the number of trials. As the performance was significantly better, it was concluded that participants actively try to store and retain information during their search for a solution. (Author/KM)

Research supported by a postgraduate scholarship from the National Research Council of Canada. (RS)

This research has demonstrated that first, short term memory (Jensen's Level I) has only a moderate index of heritability; second, that the general intellective factor g' (Jensen's Level II) has somewhat high heritability; and third, that no evidence of hereditary variation appeared in the Figural and Verbal Divergent Thinking measures.…

Findings are interpreted in terms of search strategy and memory. (Authors)