Many studies have examined how people recall the locations of objects in spatial layouts. However, little is known about how people monitor the accuracy of judgments based on those memories. The goal of the present experiments was to examine the effect of reference frame characteristics on metacognitive accuracy for spatial judgments. Reference…

Decades of research have demonstrated that deaf children generally lag behind hearing peers in terms of academic achievement, and that lags in some areas may never be overcome fully. Hundreds of research and intervention studies have been aimed at improving the situation, but they have resulted in only limited progress. This paper examines…

This study, first, examined whether there was any relationship between Iranian L2 learners' vocabulary learning strategies (VLSs), on the one hand, and their multiple intelligences (MI) types, on the other hand. In so doing, it explored the extent to which MI would predict L2 learners' VLSs. To these ends, 40 L2 learners from Isfahan University of…

This study investigated intellectual development in 4-7 years old Greek and Chinese children. They were examined on speeded performance, working memory, reasoning, and self-awareness tasks in order to investigate possible effects of learning the Chinese logographic system on possible differences in intellectual development between these ethnic…

This study examined how 2 kinds of help when learning from text and pictures (mapping support and instructional guidance through prompts) influence the coherence formation process of integrating information into a mental model. It also explored spatial abilities and working memory span as potential moderators. In a computer-based setting, 84…

The paper studies whether visuospatial working memory (VSWM) and, specifically, recall of sequential-spatial information, can be improved by metacognitive training. Twenty-two fourth-grade children were involved in seven sessions of sequential-spatial memory training, while twenty-four children attended lessons given by their teacher. The…

Memory and metamemory abilities of 24 severely to profoundly deaf students between the ages of 9 and 20 years old were studied. Results did not suggest spatial bias in encoding. Semantic knowledge was correlated with metamemory and free recall, and rehearsal mechanisms correlated with temporal position recall and paired-associate nonprototypic…

Although metamemory has recently received renewed interest by several investigators, individual differences in memory skills have received little if any attention. While individual differences in memory skills have common sense validity, these differences have been difficult to document experimentally. This study used a repeated measures design to…

This study investigated the tendency of deaf children (ages 6-13) not to spontaneously use active memory strategies such as rehearsal. Comparison of 38 deaf and 39 hearing students found that deaf students compensated for less effective rehearsal strategies by capitalizing on unique spatial features of the task. (Author/DB)

This volume presents 10 papers on research and methodology in learning and behavioral disabilities. Papers have the following titles and authors: "Memory Judgments and Allocation of Study Times in Good and Poor Comprehenders" (Ombretta Papetti et al.); "Diagnostic Spelling Analysis Within Curriculum-Based Measurement: Implications…