A metacognitive model was proposed as an explanatory framework for spontaneous strategy use. A study in which hyperactive children transferred newly acquired strategies following self-control training and attributional retraining served as an illustration of how components in the model can be used to better understand "spontaneity." (Author/LMO)

Discusses what learning conditions promote memory stamina. Reviews study findings which suggested that spacing of practice during rote learning of a foreign language vocabulary can produce lasting memories. (ML)

Results suggest that gender schematization exerts an important influence in early sex-role development and illustrate the utility of a gender schematic approach to early sex-typing phenomena. (RH)

Investigated the relationship between developmental shifts in the organization of materials and developmental changes in deliberate strategy use. Subjects were second and fourth graders. (HOD)

Interrelationships among metamemory, intelligence, attributional beliefs, self-concept, and strategy use were investigated in 102 German and 91 American children. Some were trained to use a cluster-rehearsal strategy on a Sort Recall task. Post-training assessments tested maintenance, near-transfer, and task-related metamemorial knowledge.…

Investigates the extent to which learning disabled readers' atypical encoding relates to their deficiencies in semantic memory by comparing learning disabled and nondisabled readers in two age groups on dichotic listening tasks that included orienting and nonorienting instructions. (HOD)

Discusses two experiments designed to clarify the cognitive functions of mnemonics in fact learning. One presents subjects with a single attribute mnemonic, providing only the perceptual link, while the other presents subjects with a two-stage model serving the cognitive functions of providing a perceptual link followed by a meaningful link. (MBR)

Infant novelty scores correlated significantly with measures of cognitive outcome beginning at 24 months of age and continuing at 34, 40, and 72 months of age. Parental education was strongly correlated with cognitive outcome beginning at about two years of age. (RH)

Results of this investigation suggest that the greater an individual's cognitive sophistication about conversation, the better his or her performance in, and memory for, social interaction. (Auth/PD)

Second grade Ss and college students were tested under three conditions of the temporal relationship of feedback and stimulus information. (Editor)