Metamemory refers to the ability of individuals to monitor and control their own memory performance. Although little theoretical consideration of the possible differences between the monitoring of episodic and of semantic knowledge has been published, results from patient and drug studies that used the "feeling of knowing" (FOK) paradigm show a…

The authors of this current study compared the memory performance of adolescent students with specific reading disabilities (RD) with that of typical adolescent readers on a newly developed verbal learning test, the "Bergen-Tucson Verbal Learning Test" (BTVLT). This multiple trial test was designed to measure memory acquisition,…

Spelling is a subject that often opens a chasm between "haves" and "have-nots". Students with spelling power, the haves, pick up new spellings almost effortlessly, acing their spelling tests after a few minutes of review. In contrast, the have-nots may painstakingly copy out each word 10 times the night before the test and still fail the test the…

To examine the processes that support prospective remembering, previous research has often examined whether the presence of a prospective memory task slows overall responding on an ongoing task. Although slowed task performance suggests that monitoring is present, this method does not clearly establish whether monitoring is functionally related to…

The present study examined the verbal memory profile and its relation to organizational strategies in high-functioning (Hi-AUT) and low-functioning (Lo-AUT) children with autism. Twenty-two Hi-AUT and 16 Lo-AUT, and 22 age-, gender- and handedness-matched normal children (NC) were required to remember a list of semantically related words for…

Learning vocabulary in a foreign language is a laborious task which people perform with varying levels of success. Here, we investigated the neural underpinning of high performance on this task. In a within-subjects paradigm, participants learned 92 vocabulary items under two multimodal conditions: one condition paired novel words with iconic…

As a group, participants with attention-deficit/hyperactivity disorder (ADHD) are impaired in academic performance and learning. This may be due to a mild intellectual impairment, impaired attention, or inability to allocate sufficient effort. If the latter is the case, this should be evident in the learning strategies applied. Four indices of…

The current study investigated the relevance of semantic processing and stimulus salience for memory performance in young ADHD patients and healthy control participants. 18 male ADHD patients and 15 healthy control children and adolescents participated in an ERP study during a visual memory paradigm with two different encoding tasks requiring…

The present experiments represent a phenomenon in which people experienced an illusion of knowing such that they were overconfident in their ability to remember information they subsequently were unable to recall. Semantic associates of cues served as targets and were studied during the original and interpolated study phases of a retroactive…

This study investigated taxonomic clustering and use of frequency associations as features in the semantic memory of children (n=30 in grades two and six) with learning disabilities (LD). Results suggested that, when individual child-generated word lists (i.e., meaningful) are used, children with LD may not be impaired in their ability to utilize…

Background: Verbal intrusion errors are irrelevant responses made in the course of verbal memory retrieval or language production that have been associated with disruption of executive functions and the prefrontal cortex. They have been observed to occur more frequently both with normal aging and with neurodegenerative diseases such as Alzheimer's…

The Bransford and Franks paradigm for the study of semantic integration is called into question. Three experiments are described that test the hypothesis that this paradigm produces its results by creating confusion and interference. The results call for continued search for a paradigm relative to the study of integration. (AMH)

A procedure for controlling word encodings tested the effects on recognition memory of acoustic encoding and 2 types of semantic encoding. (Editor)

The kind of semantic information that facilitates relearning was investigated. The paradigm consisted of three stages: (1) learn a list of number-word pairs; (2) return for a retention test; and (3) relearn a new list of pairs that have various kinds of semantic relatedness to the originally learned pairs. (Author/CTM)

The present article reports experiments that generalize the observed dependence between retrieval operations. (Author)