Childhood is a period when memory consolidation and knowledge base undergo rapid changes. The present study examined short-delay (overnight) and long-delay (after a 2-week period) consolidation of new information either congruent or incongruent with prior knowledge in typically developing 6- to 8-year-old children (n = 32), 9- to 11-year-old…

Successful episodic memory requires binding of event details across spatial and temporal gaps. The neural processes underlying mnemonic binding, however, are not fully understood. Moreover, although acute stress is known to modulate memory, if and how stress changes mnemonic integration across time and space is unknown. To elucidate these issues,…

Episodic memories are not veridical records of our lives, but rather are better described as organized summaries of experience. Theories and empirical research suggest that shifts in perceptual, temporal, and semantic information lead to a chunking of our continuous experiences into segments, or "events." However, the consequences of…

Different mnemonic outcomes have been observed when associative memories are reactivated by CS exposure and followed by amnestics. These outcomes include mere retrieval, destabilization-reconsolidation, a transitional period (which is insensitive to amnestics), and extinction learning. However, little is known about the interaction between initial…

The efficacy of mnemonic strategy training for multiple-associate learning was examined with 33 educable mentally retarded children in four primary special classes. (Author/SBH)

Children in grades 1 and 4 and adults were given instruction to image or to verbalize a sentence in order to study a stimulus provided aurally. Both types of instruction enhanced memory, but results indicate the greater requirements for subject-generated mediation to some degree penalized younger subjects and benefited older ones. (GO)

Four experiments are reported evaluating the effectiveness of a mnemonic procedure, called the keyword method, for learning a foreign language vocabulary. The method divides the study of a vocabulary item into two stages. The first stage involves associating the spoken foreign word to an English word that sounds like some part of the foreign word;…

An experiment is reported evaluating the effectiveness of a mnemonic procedure, called the keyword method, for learning a foreign language vocabulary. The method divides the study of a vocabulary item into two stages. The first stage requires S to associate the spoken foreign word to an English word (the keyword) that sounds like some part of the…

Evidence is presented to demonstrate that arranging word lists on distinctive visual patterns results in better recall performance than does presenting the same word lists on a pattern that is always the same. Results of three experiments using college age students are reported. (Author/LMO)

Results are discussed in terms of possible perceptual and mnemonic devices used for recall. (Authors)

The author describes his research experience in identifying potentially unique learning characteristics of gifted students. Visual imagery, mnemonics, spatial organization, and higher level verbal learning strategies are explored. Among broad conclusions reached is the perception of gifted students as active learners who spontaneously transform…

While mnemonic systems have been taught and used for hundreds of years, virtually all of the experimental research into such systems has been conducted since 1965. This paper describes four mnemonic systems, all of which rely heavily on visual imagery, and summarizes research conducted on the performance values of each system. The link system, the…

Transformational mnemonic strategies have been effectively used to enhance associative and serial list learning of borderline subjects classified as mentally retarded. Recent applications have involved concrete and abstract native-language vocabulary, numbered or ordered information, and digit span recall. (CB)