Discusses the controversy of mistrusting memory. Considers how the body gives form to memorial categories whose manifestation emerges in the metaphors of everyday use. Shows that the conception of memory model bears no relationship to a faculty that the brain sciences now conceive as a dynamic maker of meaning defined by temporality and…

Reviews some limiting properties of the process-dissociation model as it applies to the study of dual-process conceptions of memory. A second-generation model (conjoint recognition) is proposed to address these limitations and supply additional capabilities. Worked applications to data are provided. (Author/GCP)

Tests and confirms two hypotheses about the representation of knowledge in memory: that a person's mental representation of a newly learned body of knowledge has two parts (the information presented, and a product of the person's thinking about it); and that a body of knowledge learned from experience is organized into distinct…

Examines the relationships between history of child abuse, recovered abuse memories, childhood memory in general, repression, and dissociation with a sample of undergraduate students (N=560). General quality of childhood memory was found to be unrelated to a history of abuse. Repressive personality traits were unrelated to recovering abuse…

Explores the nature and consequences of developmental change in speed of information processing. Summarizes evidence indicating that age differences in processing speed reflect a global mechanism that limits processing speed on most tasks. Describes evidence that suggests a role for processing speed on the development of intelligence. (Author/MKA)

The term "source monitoring" refers to the ability to distinguish the origin of memories. Comparison of source monitoring with 15 autistic, 15 mildly mentally retarded, and 15 non-disabled children found no differences among groups in the ability to identify which words the child had said and which words another person had said. (Author/DB)

Results of seven experiments involving 112 college students or staff using a dual-task approach provide evidence that encoding information into short-term memory involves a distinct process termed short-term consolidation (STC). Results suggest that STC has limited capacity and that it requires central processing mechanisms. (SLD)

Complex issues are involved in the controversy about memories of childhood sexual abuse. Questions of childhood trauma, traumatic memory, the memory process, clinical issues, and forensic implications are reviewed. This article is condensed and modified from a more comprehensive document prepared by and available from the International Society for…

Adolescents (n=99) with learning disabilities were administered the Test of Memory and Learning (TOMAL) (C. Reynolds and E. Bigler, 1994), and Cronbach's alpha was calculated based on their responses. Alpha values were also computed for a control group. TOMAL performance of adolescents with learning disabilities tends to be as reliable as…

Reports on 174 employees' and supervisors' memories of a conflict. Indicates that the emotional nature of the recollected narratives increased if the conflicts were perceived as unresolved, remembered as an ongoing series of events, or discussed with the other persons involved in the exchanges. Discusses ways recollected emotional narratives may…

Finds that elaborated audio narrative structure increased resources allocated to a message and memory for the message; increased video narrative structure did not influence resource allocation but did increase memory; and messages were recalled in narrative form regardless of the narrative structure of the message. (SR)

The cues that reactivate forgotten memories of young infants are highly specific. Three experiments examined whether this specificity decreases over repeated reactivations. Results confirm that different memory attributes become inaccessible at different rates and that repeatedly retrieved and older memories are less likely to be less detailed.…

Examined three- to six-year olds' strategy selection in a task involving placing objects according to verbal sentences (remember) or rating the sentence (not remember). Found that subjects instructed to remember used more external strategies than those not instructed to remember. Results from both older and younger subjects confirmed the…

First graders, fourth and fifth graders, and college students watched a video and then answered questions about events in the video and about events that never happened. One week later, subjects were again questioned about the video. Participants in all age groups, though children more so than adults, exhibited false memories for the events that…

Results of an examination of recognition memory in typically-developing 6- and 9-month-old infants using the Visual Paired-Comparison task show that infants of both ages display a novelty preference when the delay interval is 10 seconds or 5 minutes. After 1 month, younger infants performed at chance levels and older ones looked longer at the…