The research study investigated the memory and metamemory abilities of four severely to profoundly deaf students with bilateral sensory-neural loss, between the ages of 9 and 20 years. Metamemory was investigated with four modified subtests identified as "story list,""study plan,""retrieval event," and "opposites-arbitrary." Encoding was…

School age children and adults read short paragraphs suggesting spatial relationships and were given a recognition test containing items congruent with the semantic content of the test. Subjects recognized the semantically congruent inferences as having been present in the original reading material. (AA)

This book discusses the act of understanding in mathematics. The first chapter, "Understanding and Meaning," inquires into the various senses and uses of the word "understanding" in ordinary language and discusses the notion of meaning and relations between understanding and meaning. The second chapter, "Components and…

Automatic processing of word meaning by bilingual children was studied in a picture/word interference task. Thirty elementary and junior high students, fluent in French and English, named pictures as rapidly as possible while attempting to ignore distractor words printed inside the pictures' borders. The printed distractors interfered with naming…

A review of research concerning the nature of text organization skills that contribute to reading comprehension ability reveals two distinct categories of studies: (1) those in which texts have been manipulated so as to facilitate spontaneous syntactic-semantic organization by the reader, and (2) those in which readers have received training or…

Explores the recognition and memory of words by hearing and deaf children and finds evidence relevant to the reading difficulty experienced by the deaf. (FL)

This study attempted to elucidate the effects of context and level of processing on comprehension and memory for prose. Two aspects of memory for prose were investigated: the amount of information remembered and the semantic interpretation assigned to ambiguous paragraphs. Task instructions and exposure duration of the passages were manipulated to…

Describes and critiques a study conducted with boys eight- to fourteen-years-old to test whether intensionality (defined as supraordination) and maladjustment are related. Concludes that the boys tested may have been too young to have fully developed their supraordination abilities and that boys' ability or preference to make supraordinate…

An information processing model was fitted to individual learning of paired associates and word definitions for 378 fifth to tenth-grade students. Reliable individual differences in acquisition rate and long-term retention were found. Correlations with traditional aptitude and achievement scores were discussed; no significant sex or ethnic group…

Offers a model which is intended to facilitate the processing of ideational relationships within a paragraph and which is composed of three distinct parts: (1) direct teaching, (2) functional application, and (3) increased student interaction with the text. (FL)

In three experiments, memory for intentionally encoded words was compared with memory for encodings, induced by asking semantic, phonemic, or surface questions. Subjects were second-, fourth-, and sixth-grade students, and junior and senior high school students. (Author/MP)

Developmental patterns in the solution of verbal analogies, especially the recognition of higher-order analogical relations, were traced. The investigation sought to: (1) provide new developmental tests of a componential theory of analogical reasoning; (2) identify strategy changes during the transition from midchildhood (grade 3) to adulthood…

Presents two cognitive models that illustrate the commonalities between reading for meaning and solving mathematical problems with meaning. Discusses the importance of number sense in the prior knowledge component of the solving with meaning model and the implications of the models in teaching mathematics. (MDH)

The papers in this volume were initially presented at a seminar on the development of reading comprehension, which explored basic research and the teaching of reading comprehenison. Researchers in cognitive psychology and psycholinguistics and experts in curriculum design in reading gave presentations and reacted to one another's ideas. Each…