Reports on a longitudinal study of retention of science learning carried out in Israel (from grade 8 to grade 10, ages 13-16). Findings show that retention of meaningful school materials does exist from one course to another, even over relatively extended materials. (JN)

Describes a study of whether dysarthric patients who have lost the ability to speak as a result of brain damage, but whose language is intact, show incidence of phonological coding and "inner speech." Concludes that phonological coding and subvocal rehearsal cab operate without feedback from the peripheral speech musculature. (SED)

The neurochemistry and physiology of memory and learning should be relevant to classroom techniques and methods of study. Findings should be examined to discover where positive and negative cross-correlated effects might occur between basic science information and educational methods. (MLW)

Two studies involved 21 reading disabled elementary students grouped as either dysphonetics (characterized by nonphonetic spelling errors) or dyseidetic readers (characterized by spelling words according to sound rather than appearance). Cognitive strategy differences were noted in visual sequential memory. Findings emphasized the importance of an…

Reading rates and comprehension measures that probed recognition of various levels of text structure were collected for passages read orally and silently by 16 college students. Results showed that memory traces of text microstructure created in oral reading were accessed faster during memory-based comprehension tasks than traces established by…

Use of strategies to eliminate interference from irrelevant information in memory was investigated for 11-, 15-, and 18-year-olds. A directed forgetting paradigm was introduced. Results suggest that 11-year-olds use adequate selective remembering strategy, but not selective rehearsal: most 15- and 18-year-olds did. (Author/DST)

Evaluates preschoolers' ability to distinguish left-right mirror-images of objects on a memory task and ability to name rows of objects on a page in a consistent lateral direction. Abilities were assessed first without specific instructions on the relevance of left-right information and then with instructions. (Author/AS)

Compares the semantic processing skills of younger adults (mean age 25) and older adults (mean age 68). After reading a sentence, subjects performed a task in which responses did not depend on retention. Results provided no evidence for age-related changes, including those associated with access to implied information. (Author/RH)

First and second graders were exposed to a memory task in which their recall performance varied as a function of their incidentally elicited sorting behavior. When asked what had affected their recall, only some children at each grade identified sorting as a causal factor. Causal attributions predicted use of sorting strategy in a standard…

A total of 630 boys and girls from kindergarten to second grade were asked to compare durations that differ in beginning times with those that differ in ending times. Possible sources of children's failure to integrate beginning and end points when comparing durations were discussed. (Author/CI)

Experiments were conducted to explore the operation of retrieval processes in elementary age children's active rehearsal strategies. Using free-recall tasks, subjects were given instructions in active rehearsal as well as supports that might facilitate retrieval operation. Findings suggested that retrieval per se was not necessary for beneficial…

This article examines some of the many overlapping, and even conflicting, terms used in the field of human memory and aging, analyzes the research approaches used to study those terms, and discusses the implications for adult education that result from the research findings. (CT)

Investigated cognitive assembly processes underlying speech production. Reported results of two experiments demonstrating that when students used an organizing device (an abstract problem-solution sequence) in preparing, practicing, and delivering speeches, they exhibited less silent pausing. (PD)

Four versions of several paragraphs had the same second sentence and were referentially coherent, but they differed in causal relatedness of the two sentences. Results showed that despite referential coherence, recognition and recall memory for the causes was poorest for the most and least related causes and best for causes of intermediate…

Results of a study indicated that adults reading for retention spent more time focusing on syntactic structure, while those reading for immediate comprehension focused more of their time on semantic content. However, the children (fifth graders) used reading strategies that involved mixtures of both of the adult components. (SL)