Individual differences in the ordered recall of list of digits are examined experimentally. The resulting evidence argues that neither differences in rehearsal strategies nor differences in the tendency to group and chunk the digits are major determinants of differences in digit span size. Further experiments attempt to pinpoint the source of…

Addresses one aspect of individual differences and how socially learned cues may radically influence the verbal learning tasks performed by university students taking a foreign language. The nonuniversity studies reviewed provide the backdrop for a more in-depth study on four memorization modes and how these strategies are largely dependent on…

Memory has been defined as traces left behind by past information processing. One approach to the study of everyday memory is to isolate reliable differences between individuals in the ways in which they process information when preparing for test events. The Inventory of Learning Processes, consisting of four scales, i.e., Deep Processing,…

English-as-a-foreign-language (EFL) teachers should not reject traditional methods of imparting knowledge. Storytelling, repetition through chanting, memorizing, and logical analysis all have a place in EFL instruction alongside contemporary approaches. Each child has a different mind and deserves to be taught appropriately. Whole brain teaching,…

Starting with laboratory research on the suppression of visualization in reading, this study investigates effects of treatments (reading vs. listening and pictures vs. no pictures, in a 2x2 design) and aptitudes on the learning of verbal and spatial types of content. Approximately 100 fifth grade pupils were given a battery of four ability tests,…