The topical review provides a general framework for understanding memory problems in reading disabled children by considering some factors that can influence memory performance, including the status of basic processing operations, use of appropriate control strategies, and richness of the knowledge base. Also examined is the relationship between…

Two studies of 100 Japanese second graders suggest that linguistic memory skills may contribute to successful acquisition of all orthographies, whereas the importance of nonlinguistic memory skills can vary. (Author/CL)

Over a two-week period, examined the effectiveness of integrative imagery strategy over concrete enaction and repetition strategies for improving kindergartners' recall of pictograph sentences. (Author/BE)

Two groups of children (ages 8 and 12) with reading disabilities and verbal deficits were given a memory-for-colors task designed to evaluate intra- and intermodal serial memory functioning. Results suggest developmental differences in relative influence of specific modalities in immediate memory functions, but emphasize intramodal verbal factors…

A project is described which will design, develop, field test, and refine a computer-based instructional system for remediating problems in memory and metacognition of students with hearing disabilities. The system will focus on fundamental cognitive skills underlying every content area. (CL)

Applied experimental techniques to demonstrate that augmenting spatial context by using multiple monitors (each for a different participant in a public affairs television production) can improve message retention. Notes that adopting such procedures in televised instruction to foster learning should be explored. (PD)

Measured beliefs about memory in the aged and assessed items of common knowledge in Sydney, Australia, and Sumatra. Concluded that (1) there is a negative stereotype concerning memory among the aged in both cultures, and (2) old people may choose to remember that which is defined as important by their culture. (GC)

A laboratory procedure was developed for assessing imitation in the second year of life. Results demonstrate that 14- and 24-month-olds can imitate a simple action with an unfamiliar object, both immediately and after a 24-hour delay. Implications for research design and theory of infant memory are discussed. (RH)

Teaching thinking skills is an important part of preparing students for tomorrow's technological world. Provides a model for teaching thinking skills. (MD)

Describes a course on human memory in which the students keep a diary of instances of forgetting during the semester. These examples can then be used for analysis by the individual, the instructor, or the class. (RM)

Using two sets of verbal protocols, three kinds of memory used by librarians for organizing facts are described and identified as they relate to the reference process--semantic (organizes things into categories), episodic (experiences), schematic (expectations). Implications for practice, education, and further research are suggested. Twenty-four…

Kindergarten children observed and drew a two-dimensional, abstract object. The most accurate and fully developed mental images of the object were produced when the children received instruction, drew the object six times rather than two times, and drew with pointed pencils and brushes rather than big brushes. (Author/RM)

While 16 learning disabled (LD) students (8-12 years old) with word recognition deficiencies did not differ from control Ss at the encoding stage of word recognition, LD Ss required significantly more processing time for memory search. (Author/CL)

Reading disability is conceptualized as a disorder of several aspects of langauage, with acquisition of syntax, phonics, and phonemic coding in short-term memory signficantly delayed. However, semantic processing appears to be relatively intact. Remedial reading programs should stress the encouragement of expressive language skills. (Author/CL)

Reports evidence from two studies of three-month-old infants indicating that normal memory retrieval is a time-locked process. In addition, individual data suggest that the retrieval may be continuous rather than discontinuous. (JN)