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)

Adults in their twenties and sixties were tested for free recall, cued recall, and recognition of words that they had studied in an intentional memory task or generated associations to in an incidental orienting task. Significant age-related declines in performance on intentional items were observed regardless of type of memory test. (Author)

Performance on Piagetian logical concept tasks, standardized intellectual measures, and measures of memory ability was assessed cross-sectionally. Factorial analyses revealed significant chronological age main effects for all tasks except transitivity of weight. Covariance analyses indicated educational level is generally more closely related to…

Reports three experiments which investigated the ability of children aged four to nine years to organize body-location information in recall. Attempted to correct for methodological confounding in previous similar research. (JMB)

Although it has been suggested that sleep, and particularly REM (rapid eye movement) sleep, plays an important role in information processing, this study found no relationship between any aspect of sleep, in particular time of arousal during the week and on weekends, and academic performance. (MLW)

Two groups of retarded adults were trained to use a cumulative rehearsal strategy for a serial recall task. Subjects who received instructions emphasizing the intended purpose and potential uses of the trained strategy performed significantly better than subjects invited to participate in "a remembering task." (Author/SJL)

The effects of subsequent related information and cognitive flexibility on prose recall were studied. Subjects read a passage; then were given either consistent or contradictory information. Errors in cued recall, reflecting the subsequent information, were more frequently produced after a three-week delay than after two days. (Author/GDC)

An examination of the role of metacognitive thinking (a secondary level of understanding in which an individual shows knowledge of his/her own cognitive process and products) in the cognitive training of exceptional students is presented. (PHR)

The article provides a rationale for the consideration of the processing differences of exceptional learners and discusses how these differences influence the development of the skills necessary for normal school achievement. (PHR)

Category theory concept of a commutative diagram was used to construct a model of the way in which symbolic processes are applied to problem solving. It was shown that several different levels of thought can be distinguished within the basic model. Two experiments testing the theory are reported. (Author/RD)

Two studies investigated the possibility that assessment of confidence is biased by attempts to justify chosen answers. These attempts include selectively focusing on evidence supporting the chosen answer and disregarding contradictory evidence. Results suggest that confidence depends on the amount and strength of evidence supporting the answer…

Two experiments found that integration of facts alleviates interference only when a person can perform a memory task by making a consistency judgment and can avoid the need to retrieve a specific fact. People judge themes rather than facts: the more themes associated with a concept, the greater the interference. (Author/RD)

Age significantly predicted performances on six memory tests which clearly defied verbal labeling. Low scores of older persons were responsible for the age effect. The progressively lower recognition scores suggested that nonverbal memory processing through all three modalities was affected adversely by age. (Author)