Compared perceptual and conceptual implicit and explicit memory performance of preschool, elementary, and college students. Found that conceptual explicit memory improved with age. Perceptual explicit memory and implicit memory showed no developmental change. Perceptual processing during study led to better performance than conceptual processing…

Suggests models for the task of recognizing word pairs, where the distractors may be pairs of new words, or a new word paired with a previously seen word. These models suggest rather different conclusions than the Isingrini et al. experiment. The current study suggests that the elderly differ from the young in both learning and response selection.…

Research findings on cognitive capability of older adults, educational participation, and self-reflection emphasize the importance of contextual and environmental factors in understanding how older adults are learning to meet the challenges confronting them. (SK)

Describes from a neurobiological perspective the interdependence of emotion and reason. Examines the contribution of implicit memory to unconscious cognitive processes. Explores the implications of emotion and implicit memory for transformative learning. (Contains 64 references.) (SK)

Compares picture span performance of developmental dyslexic teenagers to the picture span performance of both reading and chronological age match controls. Finds all three groups showed a significant phonological similarity effect but only the dyslexic group showed a significant visual similarity effect. Discusses results in terms of developmental…

Develops in detail implications for teaching of the arbitrary and necessary curriculum divide. Discusses practical ways forward for teachers who plan lessons and work in the classroom with sensitivity to this divide. Concentrates on teaching and learning arbitrary aspects of the curriculum. Arbitrary is in realm of memory and students have the job…

Twelve adult males who stutter and 12 controls were tested on naming words and symbols and their ability to encode and retrieve memory representations of a combination of a symbol and a word. Findings question the claim that people who stutter have problems in creating abstract motor plans for speech. (Author/DB)

Assessed 2-year olds' ability to use semantic context to infer meanings of novel nouns and to retain those meanings. Found that children learned majority of novel words; however, they occasionally failed to choose the correct corresponding picture for a novel noun even when they understood the verb; also found a significant retention of newly…

Used short narratives to study false memory in 6-, 8-, and 11-year olds and adults. The persistence effect and false-memory creation effect were greatest for statements that would be regarded as factually incorrect reports of events in sworn testimony; like suggestive questioning, interviews that involve nonsuggestive recognition questions may…

Recent research suggests that thinking of learning as an activity of the brain will lead to greater understanding of how and why students learn and how faculty can better facilitate learning. Discusses: genetic contributions; epigenetic growth; the synapse; stabilizing synapses; pedagogy; the role of emotions; kinds of learning; active learning;…

Examines mnemonic transfer in the form of knowledge generalization in the context of an artwork-learning task. Results reveal that mnemonic instruction produced memory benefits on a direct test, and that on a transfer task, mnemonic students who were directed to focus on the general style of the artist outperformed students who focused on details…

Reviews current research on the brain, memory, and learning. Outlines techniques that instructors can use to help learners retain information. (JOW)

Two studies examined age differences in conditional reasoning. Results indicated that 8-year-olds performed better when antecedents were weakly associated with consequents than on strongly associated antecedent/consequents, with no difference among 11-year-olds. Eight-year-olds did better on ad hoc premises than on causal premises, with no…

This study evaluated the effect of sound-symbol association training on visual and phonological memory in children (n=24) with a history of dyslexia. Comparison with controls matched for either age or reading level found children with dyslexia or whose dyslexia had been compensated demonstrated a variety of visual and phonological memory deficits,…

Investigates the display of expert behavior by seven outstanding video game-playing children ages 10 and 11. Analyzes observation and debriefing transcripts for evidence of self-monitoring, pattern recognition, principled decision making, qualitative thinking, and superior memory, and discusses implications for educators regarding the development…