Notes that fuzzy-trace theory provides a link between indices of memory performance and the theoretical processes that underlie that performance. Author argues false memories can arise because of processes that normally affect forgetting. Maintains that, to the extent that memories lose their distinctive properties, such memories may become…

Suggests that fuzzy-trace theory may replace dominant metaphors of cognitive development. Discusses theoretical climate of the 1980s when the theory was first formulated. Describes how, by integrating new ideas about how cognitive development was viewed into a coherent framework, the theory slowly gained acceptance as critical aspects of it were…

Students with and without mental retardation from three age groups (ages 6-8, 10-12, and 15-17), were compared on implicit and explicit memory tasks. Students without mental retardation performed better on the explicit memory task, but there was no difference between groups on the implicit memory task. (Author/CR)

Offers brief annotations of 34 children's books published in 1998. Organizes them around themes of stories, a child's view, crossing borders, ways of words, memories, and challenges. (SR)

Describes the Liberal Arts Studiolo from the Ducal Palace at Guibbio, Italy. Discusses how the room's design and decoration mirrors its educational uses. Notes that the object of education was to provide the young person with a kind of mental library of materials that could be drawn upon quickly. (RS)

Results from an English acceptability-rating experiment are presented that demonstrate that people find doubly nested relative-clause structures just as acceptable when only two verb phrases are included instead of the grammatically required three. Three possible accounts of the results are considered. (Author/VWL)

Argues that metamemory should be conceptualized as personalized, constructed knowledge consisting of accurate and naive beliefs. Illustrates the advantages of such a conceptualization using data about the development of children's beliefs about long-term retention. Concludes by sketching future directions for research in this area. (DSK)

Examines the literature on the validity of memory work and the evidence for the efficacy of therapeutic interventions based on the recovery of childhood-sexual-abuse memories. Current empirical evidence does not support recovered-memory therapy; in fact, participation in recovered-memory therapy may be harmful to clients. (Author/EMK)

Discusses motivations for research replications and makes recommendations for appropriate research strategies. Illustrates research strategies in a review of studies replicating a 1948 study by Soviet psychologist Z.M. Istomina on preschoolers' memory. Concludes that none of the studies closely replicated Istomina's methods, but some replicated…

Two studies tested the hunter-gatherer theory predicting that females should have better incidental memory for objects and locations than males. Subjects were 3- to 6-year olds and adults. Results indicated that females and males remembered more toys or objects congruent with their own sex but that there was no overall advantage for females.…

Investigates relationships between verbal and visual short-term memory (STM) and the acquisition of decoding from the pre-reading through the early acquisition stages in 63 Hebrew-speaking children over a three-year period. Finds that visual parameters may make a crucial contribution to the acquisition of decoding skills, and the size of…

The use of early memories of the marriage relationship in counseling couples provides couples and therapists with insight into individual's convictions about present relationships. This is an extension of the use of early recollections in Adlerian therapy. The literature is reviewed and case examples are provided. (Author/EMK)

Outlines the scenario-mapping and focus (SMF) account of text interpretation, which puts mapping of text onto knowledge in a key position with respect to processing. Reviews supporting evidence. Uses plural reference and nonlogical quantification as illustrations of problems that might be better understood within the SMF framework. (SR)

Five experiments compared metamemory abilities in 6- to 9-year olds with autism, mentally retarded children, and normal controls. Found that children with autism were not impaired on any of the metamemory tasks, although they were less likely than controls to make spontaneous use of memory strategies involving other people. Unexpectedly few…

Describes a genetic engineering project to build an intelligent mouse. Cites understanding the molecular basis of learning and memory as a very important step. Concludes that while science will never create a genius mouse that plays the stock market, it can turn a mouse into a quick learner with a better memory. (YDS)