Reviews literature from neuroscience and mass communications regarding how media affects learning and memory and relates research findings to interactive multimedia. Topics discussed include knowledge and media; neurological conceptions of memory; media and memory; and interactive multimedia and memory. (Contains 24 references.) (LRW)

Research on the role of visual memory and serial recall in dyslexia is reviewed. Findings touch on feature theory, which proposes that information is held in the form of "features," and that students for example learn to discriminate letters by marking certain identifiable aspects. Other studies are described which focus on speed of processing…

A reevaluation of a number of experiments suggests that normal and retarded persons differ on short-term memory tasks from the time of initial stimulus exposure. The hypothesis that memory differences are due to differential encoding as a result of more adequate rehearsal by the normal subjects is unacceptable. (Author/BW)

The focus of research on cognitive processes has shifted toward an examination of the relationship between memory and interindividual differences of personality. A review of the research on two such personality traits (i.e., locus of control and field dependence-independence) shows that studies of locus of control as a factor in learning and…

The first section of this report reviews traditional memory studies, which have provided much of our information concerning memory development. Major strengths and weaknesses of memory-development studies are illustrated by comparison with recent research into children's problem-solving skills. The report concentrates on one area of general…

This paper reports on the results of several experiments concerned with instructions to forget certain information and to remember other information presented in the context of a variety of laboratory tasks of short-term memory. Assessment of the retention of remember material indicated that it varies directly with the degree to which clear…

The author reviews the literature and makes tentative conclusions concerning the physiological correlates of learning and memory. Particular attention is given to the issues of spinal cord learning, subcortical learning, cerebral cortex learning, localization of learning within the brain (specificity vs. non-specificity), and association areas…

An overview of theory and research in memory as it relates to developmental differences is offered in this paper, which is intended to provide background information for the staff of the Skills Essential to Learning Television Project (a multi-level series of video and print resources for classroom use). A model for viewing information processing…

Popular and applied business literature related to self-improvement is reviewed in this working paper, one of eight which provide background information for the staff of the Skills Essential to Learning Television Project (a multi-level series of video and print resources for classroom use). A review of theories of time management in section I…

Following a review of recent research in the University of Washington Department of Psychology project, Individual Differences in Cognition, analyses are reported linking performance in laboratory studies of cognition to performance on selected psychometric instruments. Intent of the study was to provide an empirical followup of Carrolls's (1974)…

Reviews and reinterprets current developmental directed-forgetting literature within an inhibition framework. Argues that item-by-item cued directed-forgetting tasks manipulate selective rehearsal to produce greater recall of to-be-remembered than to-be-forgotten items, producing directed-forgetting effects by second grade. Blocked and…

Reviews selected pioneering findings in the child-developmental and adulthood-aging literature and evaluates them within the framework of Nelson (Thomas O.) and Narens' (Louis) (1990) theory of metamemory. Makes suggestions for conceptually-based analytical research to help specify the mechanisms that underlie developmental differences in…

A model drawn from recently expanding research literature is presented to clarify the process involved in the development of clinical depression. A body of literature is reviewed that deals with information processing, specifically memory, which relates to the selective recall of negative experiences clinically seen in depressives. A second body…

Evidence from studies of memory for meaningful materials such as sentences and prose passages is reviewed in this paper with emphasis on its implications for the nature of the memory representation. It is argued that models of memory which involve the retrieval of stored copies of originally presented material cannot account for two crucial…