Human knowledge consists of schemata based on the specialized procedures used to interpret events in the environment. New schemata are created by modifying models of existing schemata, i.e., learning by analogy. This means that a new situation will be interpreted in accordance with the schema most similar to it in the learner's repertoire. If the…

This paper describes a series of studies investigating the effects of memory reactivation in early infancy. Twelve-week-old infants were taught a footkick response by having one leg tied to an overhead crib mobile so that each footkick produced movement of the mobile (reinforcer). Retention of the footkick response was assessed after 6, 8, and 14…

The ability of language impaired children to remember and retell two stories within their lexical and syntactic grasp was investigated with 12 language handicapped and 12 normal children (7 to 9 years old). An audiotape of the child's retelling of the stories was analyzed in terms of accurate recall, plausible information added during recall,…

In an investigation into the process of retrieval from very long term memory, four subjects who had been out of high school from 4 to 19 years were asked to think aloud while attempting to recall the names of their high school classmates. The retrievals were found to be characterized by overshoot, systematic hypothesizing, fabrications, the…

The effects of a training procedure for modifying children's rehearsal techniques on memory tasks were investigated in this study. Thirty second-grade children were randomly assigned to feedback and no feedback conditions in an experiment conducted in four phases: baseline, training, immediate transfer, and delayed transfer. Four lists of 18…

This paper is concerned with two questions derived from Piaget and Inhelder's (1973) work on the relationship between memory and the developing intelligence of the child. First, can children retain operatively advanced information through the use of a non-operative mnemonic? Secondly, can the salience of operative versus non-operative information…

The implications of the dialectical perspective for research methodology are reviewed and illustrated with examples from research on memory and memory development. Three conversations or dialogues are described: within the researcher, between the researcher and the research participants, and between the researcher and social-historical context. It…

Sixty fourth- and fifth-grade children listened to six series of six sentences each, with each sentence in a series containing the same artificial word. The task was to assign to the artificial word a meaning which would fit all sentence contexts in the series. Preliminary data provided an estimate of the probability that a particular sentence,…

Previous research has demonstrated that requiring children to trace from memory the correct member of a pictorial discrimination pair markedly facilitates performance. The subjects for the first experiment in this study were 45 fifth grade students. The control group was given regular discrimination learning instructions. The image-trace group was…

This paper presents an illustrated tripartite model of communication according to which memory encompasses three overlapping subsets, the cognitive functions of experiencing, thinking, and expressing. It contends that thinking may be an integral part of the selection and experience of stimuli as well as of creating new expressions. No assumption…

A total of 441 articles related to the semantic and acoustic properties of memory are cross-referenced and listed alphabetically with the authors' original abstract or summary. (Author)

Studies of the effects of imagery instructions and other imagery induction on prose learning are included in this progress report. Five experiments were conducted to establish a developmental trend for ability to use imagery-related mediation in whole passage learning. Observations indicate that six year olds are inhibited in paraphrase recall of…

Two experiments were conducted to investigate the learning and retention of concepts formed from novel visual stimulus materials (wave-form patterns). The purpose of the first experiment was to scale sets of wave forms as a function of difficulty, i.e., subjects were shown a prototype wave form and were asked to give same-different judgments for…

The transformation of episodic inputs to semantic representations was studied in two very similar tasks. In one, subjects were required to infer the underlying four-term linear ordering from three comparative sentences such as, "The teacher is taller than the doctor." In the second task, subjects inferred underlying 4- and 5-digit…