In this investigation, underlined words in a text were recalled both immediately and in the long term significantly better by students who had studied the text, and this result was not obtained at the expense of other items of information in the text. (JD)

The effect of general and specific cues on learning information from graphs is analyzed. The study shows that the use of cues influenced the amount of information learned, with variations according to type and placement of cues. (JMF)

A novel computer-delivered training task was given to 11 children in grades one and three and to 7 adults to observe their differences in content-general knowledge while equating subject-specific knowledge. Results are presented. (Author/MT)

Although taking notes during a lecture can interfere with absorption of information, review of notes before a test neutralized the interfering effect. (Editor)

This study examined the relationship between arousal and short- versus long-term memory of auditorally presented continuous information as would be experienced in a typical classroom lecture environment. (Author/RK)

This study investigates performance differences between reflective and impulsive subjects on a recognition memory task. Results indicate that verbal recognition memory is sensitive to both cognitive style and presentation mode. (JMF)

The use of directive cues to facilitate recall and clustering of verbal materials in good and poor readers is investigated. Overall results indicate strong and positive effects of directive cues on the subjects' recall and organization of memory, and indicate that poor readers are unadaptive learners who appear to have a performance deficit,…

Statistical analysis indicates that a note-taking group performed significantly better overall than a no-notes group on both an immediate and a delayed quiz although both groups showed a significant decline in performance in the latter quiz. (JMF)