Study resulting in the conclusion that the semantic relationships between words in the bilingual's languages influence tasks involving secondary memory, whereas no interlingual interference occurs in a second learning situation depending mostly upon primary memory. (Author/FWB)

The effects of reinforcement contingencies on task performance of bisensory missing words were studied with two students (about nine years old): one learning disabled (LD) male with an auditory preference and one LD female with a visual preference. Reinforcement contingencies were found to control both students' performances. (Author/SEW)

After viewing pictures of simple objects varied in color and spatial location, first, third, and fifth graders were assessed for their abilities in automatic processing of spatial and color information. In general, no evidence was found to suggest that the processing strategies of younger children were less sophisticated than those of older…

Investigated effects of two kinds of imagery on age differences in the ability to solve series problems. Overall, older adults (N=47) obtained lower scores than younger adults (N=41). However, results suggest older adults can use imagery as a control process, but are less likely to use imagery in abstract situations. (Author/JAC)

Cognitive and instructional strategies were taught concurrently with a reading program emphasizing auditory skills for 34 mildly retarded elementary students. Participation resulted in no greater improvements in achievement scores for the Ss than for a control group which received no strategy training. (Author/CL)

Two experiments investigated 18- to 30-month-old children's memory for the location of a hidden object. Memory performance was significantly better when the object was hidden within the natural environment as opposed to when hidden in a set of boxes. Older subjects effectively used a landmark cue as a memory aid. (Author/RH)

Children 10 to 14 years of age tried to identify and remember words presented visually with a backward mask. On different tasks, children recalled freely or serially, recognized by making a rapid forced-choice response, or simply named words as they were presented. Results were interpreted as identifying two sources of developmental and individual…

The predominantly linguistic orientation to current educational thinking, with its emphasis on the abstract and indirect, does not solve the problem of achieving a sense of identity. Experiential memory is crucial in personal identity. The definition and use of experiential memory and its merit are explored. (SR)

Smith (Journal of Philosophy of Education; v17 n1 p85-96) must clarify the importance of memory to identity by explaining experiential memory's unique cognitive state, why it is not as fallible as other forms of memory, and why forgetting affective experiences may not be as important as remembering them. (SR)

Discusses three roles of textbook illustrations--to arrest the reader's attention and arouse interest, to provide explanation and clarification of complex verbal descriptions, and to aid retention of the information presented in the text. It is recommended that illustrations be designed with their specific role(s) in mind. (EAO)

The author proposes two theoretical constructs from cognitive psychology planning and limited central processing to aid understanding of the complexity and inefficiences in study performance of learning disabled (LD) children due to memory problems. Applies the constructs to memory development and instruction and provides recommendations for…

To examine language performance and its subskills, the McCarthy Scales of Children's Abilities were administered to 30 three- and four-year-old children. The contradictory findings of verbal performance examined by age suggests that component skills contributing to verbal language behavior may vary significantly with age in the preschool years.…