Purpose: Target word activation in picture naming was explored in children who stutter (CWS) and typically fluent children (TFC) using event-related potentials (ERPs). Method: A total of 18 CWS and 16 TFC completed a task combining picture naming and probe word identification. On each trial, a picture-to-be-named was followed by an auditory probe…

We investigated the benefits of two ways to use flashcards to perform retrieval practice: alone versus with a partner. In three experiments, undergraduate students learned word-definition pairs using flashcards alone (Individual condition) or with another student (Paired condition). Participants then made global judgments of learning (gJOLs;…

Interim testing of studied information, compared with restudying or no treatment, facilitates subsequent learning and retention of new information--"the forward testing effect." Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of…

Repeated retrieval practice is a powerful learning tool for promoting long-term retention, but students use this tool ineffectively when regulating their learning. The current experiments evaluated the efficacy of a minimal intervention aimed at improving students' self-regulated use of repeated retrieval practice. Across 2 experiments, students…

This study explores ways in which university science courses can be infused with opportunities for pre-service teachers to design student student interactions that promote language development and content mastery. Participants included bilingual pre-service teachers enrolled in an elementary science approaches course and its school-based fieldwork…

A fundamental property of human memory is that repetition enhances memory. Peterson and Mulligan (2012) recently documented a surprising "negative repetition effect," in which participants who studied a list of cue-target pairs twice recalled fewer targets than a group who studied the pairs only once. Words within a pair rhymed, and…

Despite the clear long-term benefits of spaced practice, students and teachers often choose massed practice. Whether learners actually fail to appreciate the benefits of spacing is, however, open to question. Early studies (e.g., Zechmeister & Shaughnessy, 1980) found that participants' judgments of learning were higher after massed than after…

ADHD in adulthood is associated with chronic academic impairments and problems with strategic memory encoding on standardized memory assessments, but little is known about self-regulated learning that might guide intervention. Objective: Examine the contribution of metamemory judgment accuracy and use of learning strategies to self-regulated…

As part of individual interviews incorporating whole number and rational number tasks, 323 grade 6 children in Victoria, Australia were asked to nominate the larger of two fractions for eight pairs, giving reasons for their choice. All tasks were expected to be undertaken mentally. The relative difficulty of the pairs was found to be close to that…

This article focuses on the early research domains investigated by Michael Pressley, along with the integrations and initiatives that were inspired by them. These research domains include verbal and imagery elaboration memory strategies, and developmental aspects of them; interrogative elaboration; pictorial strategies for language and literacy…

In 3 experiments, 9-month-old infants' expectations for what distinct count noun labels refer to were investigated. In Experiment 1, a box was opened to reveal 2 objects inside during familiarization: either 2 identical objects or 2 different objects. Test trials followed the same procedure, except before the box was opened, the contents were…

In two experiments, differences were investigated between 21 gifted youths and comparison groups on paired-associate tasks involving meaningful and nonmeaningful words, reported use of spontaneously produced learning strategies, and degree to which learning strategies facilitated recall. Gifted youths outperformed age peers in recall and strategy…

Twelve high school students with learning disabilities were instructed in a strategy to identify and remember pairs or small groups of information. Results showed student improvement in test performance and creation of study cards. Students had distinct preferences among mnemonic devices and adapted strategies based on previous experience. (DB)

Second graders were given training in monitoring the ability of strategies, the affective consequences of strategy use, or no strategy-monitoring training. When performing associative learning tasks under several instruction conditions, all training conditions produced short term effective strategy maintenance. However, only the strategy-utility…

Three paired-associate learning studies were designed to test the hypothesis that individual differences in learning speed are determined by the types of elaborative strategies used by learners during acquisition. Slow learners generate fewer elaborators and produce less effective elaborators, even when using the same strategy as fast learners.…