Forty untrained mildly mentally retarded and 32 untrained nonretarded junior high school students were given eight trials of practice on a self-paced memory problem with lists of letters or words. (Author)

Explored new-born babys' capacity for forming visual memories. Used an habituation procedure that accommodated individual differences by allowing each infant to control the time course of habituation trials. Found significant novelty preference, providing strong evidence that recognition memory can be reliably demonstrated from birth. (Author/JAC)

Investigated orientation while walking through an unfamiliar route within a larger familiar environment. Found instructions made no difference to accuracy but backwards counting led to larger increases in error. Concluded orientation within complex real-world environments may not be best understood by studying performance in artificial mazes.…

The model described, which views the learner as a resource-limited system that has to transform instructional information, includes six factors for expected success. Although based on microscopic psychological theories, it can be applied at more macroscopic levels of analysis by increasing the size of instructional units. Five references are…

Describes the development of a program that used fantasy characters and images to improve the spelling of children. (FL)

College-age and older adults predicted their memory spans and indicated readiness to recall sets of drawings. Differences were obtained in recall readiness. In Experiment two the recall of a chunking and rehearsal trained group of older adults was better than that of a control group given standard instructions. (Author)

Forty children listened to stories and then answered questions about temporally neutral and temporally tagged information. Observed interactions among age, additional processing, and kind of information demonstrated the importance of the distinction between these types of information for developmental studies of memory of prose. (Author/DB)

A review of studies on mental retardation published in the Soviet Union between 1970 and 1980 touches on physical and neurological issues, genetic studies, learning and memory, and emotional factors. General conclusions drawn include that more males are retarded or emotionally disturbed than females. (CL)

Examines (1) the effect of increased motor involvement with an environment on children's memory for spatial locations, and (2) the effect of different degrees of motor involvement under intentional and incidental memory conditions. Thirty boys and 30 girls at each of kindergarten and third-grade levels were individually tested in a large-scale,…

Contingency analyses have been employed to assess the degree to which outcomes of successive tests of corresponding items deviate from stochastic independence. A method of adjusting contingency tables to remove the effects of subject and item inhomogeneities, is presented. The method represents a partial solution to the "Simpson's…

This research had two complementary objectives, descriptive and theoretical. Experiments are described concerning a network model based on human associative memory theory. Subjects were given trait information about a target to create an initial expectancy, then exposed to behavioral information which was either congruent or incongruent with that…

A series of unordered recall tasks was administered to congenitally deaf subjects in three experiments using American Sign Language (ASL). The findings refuted the suffix effect resulting solely from sensory store differences or the effect arising from differences in processing "static" versus "changing-state" input.…

Investigates children's understanding of combined effects of different variables influencing memory. Preschoolers, second graders, fourth graders, and adults predicted how many items a depicted character could recall in several memory situations that were produced by factorially crossing three levels of "items to-be-remembered" with…

Factors affecting the failure to use world knowledge to complete an otherwise incomplete linear ordering was examined. Failure persisted after three repetitions was unaffected by order of presentation or nature of test procedure. Performance was affected by overall amounts of known and new information and by their relation. (Author/RD)

States that recall of items given spaced repetitions is generally superior to recall of items given immediate repetitions. Reports on a test of Jacobi's hypothesis that this spacing effect is explained by the distinction between problem solving and remembering. Suggests that the effect cannot be explained solely by this distinction. (Author/MES)