The aims of this study were (1) to assess the relative effectiveness of verbal and visual elaboration prompts and question-answering prompts on children's incidental memory, and (2) to determine whether performance improvement associated with pictorial elaboration could be augmented by either verbal elaboration or question-answering procedures.…

The issue of whether information to which little or no attention is paid can have lasting effects is of interest to psychologists as well as educators and advertisers. Two experiments were designed to examine whether focused attention is required, whether the immediate memory task is important, or whether subjects' knowledge that repetitions are…

The study was designed to evaluate a hypothesis derived from recent trends in cognitive theory. The hypothesis concerned whether spatial environment information stored in memory is primarily analog or propositional. A related question concerned whether differences between analog and propositional processes underlie individual differences in the…

The role of variation as a determinant of infant categorical responding was investigated in three studies of infants 7 to 7 1/2 months of age. Sixty-three infants, divided into groups of 21 each, were habituated to color slide poses of either one, two, or six different adult female faces. Their responses to a novel pose of a familiar face and a…

This study investigates whether the use of Superlearning to teach rare English words produces retention scores significantly different than Ebbinghaus's 'normal' forgetting curve. Superlearning techniques are adaptations by Ostrander and Schroeder of Lozanov's Suggestopaedic methods to tap reserve human potential. Six course sections of University…

In two experiments, learning disabled (LD) students were taught attributes of North American minerals via mnemonic instruction, free study, or a visual-spatial display condition similar to that proposed by Engelmann and Carnine (1982). In the first experiement, 36 junior high school-age LD students were taught specific attribute values (hardness =…

Analyzes free recall verbal learning by 5- and 8-year-old children by selectively reminding them only of items not recalled on the preceding trial to show learning by retrieval from long-term storage without presentation. (Author/ED)

The purpose of this experiment was to test a proposal by Paivio (1971) that visual memory images are specialized for parallel or spatiol processing, whereas verbal memory codes are specialized for sequential or temporal processing. (Author)

The short-term recall of word-triads was tested, comparing retention over three types of intervals within 24 preschoolers. Results suggest that the condition effect in short-term recall did not disrupt the long-term storage of the items. (Author/CS)

A test of cueing in relation to recall using five cueing systems in combination with three topical areas. (CH)

The Piagetian concept of horizontality was studied in 195 fifth graders to determine the relationship between this concept and memory. (ST)

The stimulus suffix paradigm was employed to evaluate whether attributes of the precategorical acoustic storage system in children undergo significant changes with age. (ST)

Third grade children classified as good or poor readers were exposed to a sequential memory task under familiar and novel conditions. Recall scores were higher for good than for poor readers for novel but not familiar material. Results confirm the position that poor readers hav a deficit in applying verbal labels to certain physical stimuli. (ST)

This paper describes a delayed response experiment which tested children's memory for the location of a hidden object. Eight boys and eight girls at each of two age levels (25 and 37 months) were assigned to each of four experimental conditions and given eight trials in a 9-choice task. On each trial the child saw the object hidden in one of nine…

The study compared 46 normal and learning disabled eighth graders as to their retention of nonsense syllables once mastery learning occurred. Groups were equated by intelligence, age, and sex and were presented ten nonsense syllables to be remembered. Each group studied the material until a predetermined percentage of the words could be recalled.…