Suggests that it is sometimes useful to consider information as being encoded as images, sometimes as language, and sometimes as propositions, and describes research that provides evidence of processing in all these forms. (Author)

This article discusses implications of dialectics for strengthening scientific inquiry. Three types of dialogic behavior are used as illustration: within the researcher, between the researcher and research participant, and between the researcher and the sociohistorical context. (Author/DB)

Describes an experiment in which a subject spent more than 230 hours of practice in a laboratory and was able to increase his memory span from 7 to 79 digits. The results suggest that practice with an appropriate mnemonic system can increase memory performance. (Author/SA)

A detailed investigation of short-term memory storage, long-term memory storage and semantic memory associated with developmental dyslexia is reported. Fifty-one dyslexic and 28 control children (ages 8-14) were tested and specific deficits in each area were identified among the dyslexic children. (Author/SJL)

Discusses the nature of individual differences in working memory and presents the span test that was used to assess working memory capability. Next it discusses how working memory capacity might influence two specific components of reading comprehension, retrieving facts and computing pronominal references. (NCR)

Three separate groups of women performed a semantic classification task during the morning, afternoon, or evening. Results were directly opposite findings that short-term memory performance declines as the day progresses. It is suggested that physiological arousal, which rises through the day, may benefit retrieval efficiency from long-term…

Elderly people show preservation, or even enhancement, of data-driven control but loss of memory-driven control of selective attention. As people grow older they become more labile and more subject to control by external events. Old subjects remember, analyse, and employ smaller samples of the recent past. (Author)

Problems in insuring informed consent may be of greater significance for elderly adults with low levels of vocabulary and education. To protect the rights of these elderly individuals it may be necessary to use tests for comprehension before participation in research investigations. (Author)

Age-related differences in continuous recognition memory were assessed in adults. High and low frequency words were presented to the subject one at a time. No age difference was found in recognition latency or errors. Low frequency words were recognized faster and with higher accuracy. (Author)

The role of memory deficits in learning disabilities (LD) was examined. It is argued that a shift in emphasis is necessary from standardized test results to the processes which underpin performance on such tests. (Author)

Successful students use a learning style that involves thinking deeply about what they are studying. Several teaching techniques that can encourage this are discussed. (Author/MLF)

Two experiments studied how people determine relationships among family members. In one experiment, subjects were to determine relationships in hypothetical families. In the second, the families were in the subjects' experience. It was determined that memory was organized in terms of parent-child relations together with knowledge of which members…

Results of the study involving 30 learning disabled and 30 normally achieving fifth graders indicated that questions increase the retention of main ideas in learning disabled children; however, questions had little effect on the retention of main ideas in normally achieving children. (SBH)

The iconic-memory processing of unfamiliar stimuli by 11 mentally retarded males (mean age 22 years) was undertaken employing a visually cued partial-report procedure and a visual masking procedure. (Author/CL)

Kindergarten children (N=60 boys and girls) were presented with a paired-associate memory task in which the pairs were elaborated by either a normal interaction (e.g., The horse eats the apple.) or a bizarre interaction (e.g., The horse peels the apple.) in order to test the assumption that bizarreness is a necessary factor in a mnemonic system.…