A reminding-based generalization view of category learning was studied in 4 experiments involving a total of 247 college students. Experiments demonstrated that categorization by reminding can affect what is learned about the category and later categorization performance. Implications of the results for category learning are discussed. (SLD)

Investigates the interactive development of short-term memory, phonological processing and reading. Reports that phonological skills promote the acquisition of letter knowledge and that these two abilities, together with visual short term memory, lead the development of reading. (MG)

An associative theory of memory is proposed to serve as a counterexample to claims that dissociations among episodic, semantic, and procedural memory tasks necessitate separate memory systems. The theory is based on task analyses of matching (recognition and familiarity judgments), retrieval (cued recall), and production (free association). (TJH)

A study examined 197 college students' impressions of memory skills and personality of older adults and the relation of these impressions to clothing cleanliness and condition. It found that clothing cleanliness and coordination affected attitudes and also interacted with the gender of the older person to affect those impressions. (JOW)

Assessed preschoolers' strategic knowledge concerning the relative effectiveness of increasing memory performance by marking, touching, looking, and ignoring. Ignoring was judged the least effective behavior by children of three-five years. A preference for looking, touching, and marking was found for five-year-olds in both experiments and for…

Contrasts sequential and relational processing manipulations of passages with manipulations which focus on individual lexical items and the propositions in which they are embedded. Finds recall to be superior when readers use sequential and relational processing during performance of individual item-specific lexical processing. (RS)

Addresses issues concerning the extension of self-efficacy theory to memory functioning. Issues include perceived memory capabilities, memory self-appraisal, personal control over memory functioning, preservation of a favorable sense of memory self-efficacy, and strategies for generalizing the impact of training in memory skills. (RJC)

Examined concepts of mental activities involved in acts of knowing in 54 children of 8-10 years and adults. Ten-year-olds and adults judged memory involvement to be the most important relation among mental activities. Eight-year-olds judged comprehension and attention according to the involvement of visual or verbal information. (RJC)

A total 72 children of 3 1/2, 5 1/2, and 7 1/2 years were asked questions about their behaviors and internal states, and of a best friend and an acquaintance. Results indicated even young children have concepts of themselves and other persons that are not restricted to specific points in time and may form basis for later dispositional conceptions.…

Proposes an interference explanation of data from dual-task studies of memory development. Dual-task data support the resources hypothesis that memory processes tax a common pool of cognitive energy, which has been variously called attentional, mental effort, and working-memory capacities. Suggests that dual-task deficits are instances of output…

Whether preview and recall sentences affected readers' memory of text material in separate chapters was studied in seven experiments using a total of 130 undergraduate students. Hypotheses for the causes of the beneficial effects of preview signals and recall sentences on memory are postulated. (SLD)

Examines whether individuals can generate memory structures for increasingly intimate relationships; agree on the rank ordering of expected actions; distinguish between perceived typicality of such actions and how necessary the behaviors are for a relationship to develop; and segment prototypical scenes of developing relationships in a…

Investigates (1) whether subjects consult their memory or relevant implicit theories when making verbal reports, and (2) the effect of recognition criterion on verbal report performance. Finds that subjects occasionally employ implicit theories to develop their verbal reports, but that memory is much more important in determining the reports. (MM)

Discusses the characteristics of audio books as a prototype of electronic books. Topics include vocal interpretation; the demands that audio books place on listeners; the advantages of listening over reading; and a vision of the electronic book of the future. (KRN)

Examined the disruption effect in two recall experiments with six- and eight-year olds. In the first experiment, vivid irrelevant actions were better recalled than disruptions that were obstacles, but were not better recalled than disruptions that were distractions. Results of the second experiment suggest that disruptions that lead to more…