The perspective of the child as an active problem solver is promoted. Three theoretical orientations consistent with this perspective are presented, and the value of conceptualizing treatment change in the context of developmental change is stressed. (Author/GK)

Two studies investigated sixth and seventh graders' metacognitive reading skills or skills that are used in reading to remember. Students monitored relative passage difficulty between narrative and expository passages and offered reasons for their judgements. Self-report strategies, retrospection, and protocol analysis were used. (JN)

Two experiments were conducted to investigate six-month-old infants' recognition memory for the shape of an object following unimodal (visual) and bimodal (visual and haptic) familiarization. Visual recognition memory was evident only when the conditions of familiarization and testing were identical. Two possible explanations are presented and…

Presents a computer simulation testing semantic networks and spreading activation models of human memory. Describes how a sentence is encoded by building a working memory structure from its words and from semantic memory concepts related to its meaning. Retrieval processes use cue words or sentences to locate working memory structures. (Author/MES)

Reports on three experiments designed to determine when inferential elaborations dealing with instruments and consequences of action were made--at comprehension or retrieval. (HOD)

Two studies of visual recognition memory in infants demonstrated 9-month-olds had greater retention ability than 6-month-olds. Six-month-old infants had difficulty recognizing stimuli over short delays, even when distractors were absent. Results are discussed in terms of memory changes possibly occurring at 9 months. (Author/DB)

Investigates developmental differences in awareness of category relations in sets of items presented for recall. Subjects were kindergarten, third, and sixth grade children. (CM)

Fifty-seven first and second graders were shown pictures of people in various traditional, nontraditional, and neutral occupations and activities and were tested for recognition memory in order to examine the relationship between children's gender attitudes and memories. (CM)

Examines the role of basic cognitive-processing efficiency as the source of developmental variance in cognitive performance. Two experimental tasks, memory and visual scanning, were used to investigate age effects on the search-processing parameter. Subjects were 9-, 11-, 13-, and 15-year-old children. (CM)

Mathematical learning disabilities (with emphasis on the learner characteristics and system inefficiencies) are discussed and two case studies illustrating commonalities which exist across ages are presented. (PHR)

Overt rehearsal and the presence of covert rehearsal in short-term motor memory of a retarded group (ages 13 to 21) and two nonretarded groups (mean ages 10.9 and 16) of students (N=100 in each group) was investigated. Results indicated that retarded persons did not engage in spontaneous covert rehearsal of motor information (while nonretarded…

A model of the structure of complex words based on an organization of the internal lexicon by shared-meaning content is proposed. Results of traditional linguistic experiments testing the hypothesis show that meaning content is a more salient basis for judgments of similarity and difference than is meaning structure. (PMJ)

This brief research note suggests that while further research on the topic is needed, it would appear that the current practice of teaching most academic material in the morning may be ill-founded. (KC)

Subjects between the ages of 50 and 86 years were given portions of the Halstead-Reitan Neuropsychological Test Battery, the Wechsler Memory Scale, and the Wechsler Adult Intelligence Scale. Younger subjects performed significantly better than older subjects on 10 of the 18 neuropsychological measures used. (Author/BEF)

The profiles of 40 educable mentally retarded (EMR) children (aged 6 to 8.5 years) on the McCarthy Scales of Children's Abilities were examined to determine areas of strengths and weaknesses. (Author)