States that key aspects of "memoria," the ancient Art of Memory, especially its focus on vivid representational images set against distinct backgrounds, can be helpful in creating memorable, universal, and easily retrievable computer icons. (PA)

The way in which the photographic images from the Holocaust explains about the working of the historical narratives and disturb the cultural memory is explored. The reading of these photographic images yields as a byproduct of knowledge, which is described as "forgetful memory".

Discusses the historical foundations of memory and knowledge systems in sixteenth-century Europe and offers insights into the current situation and where our knowledge systems are bound. The development of hypersystems and a new approach to research librarianship are considered. (13 references) (MES)

This textbook is a fourth reader that uses supplementary reading, memory exercises, exercises in oral and written expression, vocal training, and phonic analysis. Poetry, prose, and biographies are included.

Describes the Liberal Arts Studiolo from the Ducal Palace at Guibbio, Italy. Discusses how the room's design and decoration mirrors its educational uses. Notes that the object of education was to provide the young person with a kind of mental library of materials that could be drawn upon quickly. (RS)

This issue of "Loblolly Magazine" is dedicated to Sybil Scott, born in 1910 and still going at the age of 85. She shares some interesting tales of what it was like growing up in the '10's and '20's in Texas, including her school years. She remembers, very vividly, her childhood and teenage years in East Texas. Among the many interesting…

By 1960 there was a strongly developed theory of learning in which learning was considered as change of behavior. Neobehaviorist theories and then formal stochastic models analyzed processes in which probabilities of responses are altered. In the 1960's, analysis of learning as a discrete change between states of knowledge or stages of processing…

Reviews the major contributions of Alfred Binet. Explains why the fame of the Binet-Simon Intelligence Scale was so long lasting whereas that of his other contributions was so fleeting. Discusses implications of his contributions for current efforts to formulate unified theories of cognition and cognitive development. (Author/GLR)