Results of a study of recognition memory showed that 3-year-old children were able to discriminate schematic faces, but were not able to use this knowledge unless given training in attaching labels to the stimuli to enable them to store the information for later use. (Author/JMB)

Superordinate cues (e.g., "animal" for "dog") and coordinate cues (e.g., "cat" for "dog") were compared in two experiments. Associability and not the superordinate or coordinate relationship seems to be important in determining the effectiveness of cues. (Editor)

An account is given of the exceptional memory of the late Professor A. C. Aitken who was also a distinguished mathematician and mental calculator. Compared with Shereshevskii, another man with exceptional memory, he shows the scholar's reliance on conceptual mapping rather than the mnemonist's reliance on perceptual chaining. (Editor)

The existence of verification processes in recognition memory was confirmed in the context of Adams' (Adams & Bray, 1970) closed-loop theory. Subjects' recognition was tested following a learning session. The expectation was that data would reveal consistent internal relationships supporting the position that natural language mediation plays…

Gives examples of what advanced education students remember about four facets of their own reading instruction--concepts of the construct "reading," early instructional techniques, development of their interest in reading, and qualities they liked and disliked in their teachers. (JM)

Research reports have indicated that children's memories for pictures or events improved between early and later recall sessions in conjunction with operative growth. This study attempted to determine (1) if any intervening operative training task would increase memory improvements, and (2) if exposure to the memory stimulus per se would enhance…

The Bransford and Franks paradigm of linguistic abstraction was used to examine age differences in the nature of stored semantic information. (Author/SB)

Second and fourth graders studied a 40-word list under various task conditions designed to induce differential depth of encoding of the individual items. In a subsequent free- recall task, the depth of encoding manipulation affected the fourth graders' performance more than the second graders' performance. (JMB)

Twenty-four blind adults were tested to assess whether headings in braille text facilitated reading comprehension and recall. Subjects reacted positively to the use of headings, but upon being tested for recall no significant effect was found. (Author/JW)

Investigated the impact on textual retention in treatment of older adults of mathemagenic activity and metamemory. Treatment conditions were adjunct conceptual postquestions, as an instructional strategy, to encourage greater depth of processing of a text, with and without a statement stressing the effects of attitude impact on the ability to…

Female college students (N=99) recounted memories of menarche, described menarcheal circumstances, and completed the Menstrual Distress Questionnaire (MDQ). Found inadequate emotional preparation for menstruation to be associated with negative feelings at menarche. Menarcheal circumstances were not strongly predictive of adult MDQ scores. (Author)

Processes contributing to matching-to-sample deficits were investigated with 22 moderately and severely mentally retarded adolescents. Although nonretarded subjects performed better on immediate and delayed retention tests, there was no difference in rate of forgetting, and rehearsal improved delayed test performance equally for both groups.…

Examined eight-month-olds' ability to remember the location of a hidden object, using a nonsearch task. Results suggested that the infants remembered the object's location, and were surprised when it had been moved. (SKC)

Elaboration in learning involves meaning-enhancing additions, constructions, or generations that improve one's memory for what is being learned. Recent examples of applications of elaboration theory include efforts in the areas of meta-cognitive components of learning strategies, mnemonics, and text-processing strategies. (TJH)

Results indicate specific and positive effects of Quranic schooling on serial memory but not on other memory or cognitive tasks. These findings replicate earlier reports that Quranic schooling affects specific (and not general) memory skills. (PCB)