Studied how the recall required of students in science and social studies units might shape the development of their memory. Findings for five middle school students show that students' recall exhibited genre-like patterning that could be related to ways the teacher structured and guided students' involvement in recall activities. (SLD)

Examines metamemory for categorized lists of items among college students. Judgments of learning (JOLs) were obtained either immediately after study or following a brief delay. Results indicate that delayed JOLs were more accurate than immediate JOLs only when knowledge based cues were used. Indicates that the phrasing of metamemory cues can have…

Finds that: sentence reading times were facilitated during rereading to the extent that the information had been encoded from the initial reading; participants incorporated new information into their text representations; rereading improved the memory for causally important information; and the correlation between recall and importance was greater…

Presents a response to "Gender Politics: The Focus on Women in the Memory Debates" (this issue). Encourages an activist orientation and response to the memory controversy on the part of professionals, especially those who specialize in working with abuse and trauma. Also encourages professionals to consider legitimate critiques, and to…

Tests the hypothesis that the use of the written mode increases the working memory load. Finds that participants recalled more words in the oral condition than in either the written mode or the "oral and categorization" conditions and that second graders performed better in the oral mode than in the "oral and drawing" condition. (SC)

Neuropsychology professor Steven Petersen describes what scientists are finding out about brain development, synaptic growth and wiring, intentional and incidental learning, the role of emotion in learning, and declarative and implicit memory systems. Neuroscience has only the broadest outline of principles to offer today's educators. (MLH)

Explored whether source-monitoring training (SMT) would help 3- to 8-year-olds report only experienced events during a target interview. Found that SMT reduced 7- and 8- year-olds' false reports in response to direct questions but had no impact on younger children's performance. Findings suggest a transition between 3 and 8 years in strategic use…

Focuses on the relationship between memory and history in historiography. Addresses research in three broad areas: (1) the relationship between collective memory and national identity; (2) the memory of the Holocaust and the issue of narrative; and (3) the debate called the "end of history." (CMK)

This study compared working memory in 28 high-functioning autistic individuals (ages 7-18) with that of 30 individuals with Tourette Syndrome or typically developing. No group differences were found. Performance was significantly correlated only with age and IQ. Results suggest that working memory is not an executive function seriously impaired in…

This article reviews research on positive and negative effects of verbally or mentally rehearsing a memory of an abuse incidence on the length, accuracy, and structure of children's reports of a particular incident. Implications for interviewing children in sexual abuse investigations are discussed and a set of recommendations is provided.…

Attitudes of graduates of the class of 1976 of the University of Illinois toward their alma mater were studied in 4-wave survey of 2,306 graduates. Students developed a stronger attachment to the university and more favorable attitudes about program major with the passage of time. (SLD)

Discusses educational technology as a form of technical rationality and considers the conflict between practitioners' epistemological position as constructivists and technical rationality. Topics include cybernetics; autonomous systems theory; enactive constructivism; representation versus effective action; mind and memory; enaction in artificial…

Tested role of event plausibility and script-relevant knowledge in events suggestively planted in memory of 5- to 7-year olds and 9- to 12-year olds. Found that the majority did not remember either false event. Significantly more children recalled the plausible but not the implausible false event; only one recalled the implausible but not…

Compared performance of 9-year-olds with arithmetic difficulties to that of age-matched and ability-matched controls on 10 tasks used to assess different aspects of working memory, including subtypes of executive function. Found deficits in executive and spatial aspects of working memory that seem likely to be important factors in poor…

Examines Asian American children's literature. Suggests that four representations of memory in Asian American children's literature (memory as recovery, as cultural change, as catharsis, and as border crossing) compose an empowering discourse for Asian and Asian American students negotiating competing cultural and economic motives in American…