Tested use of visual imagery for overcoming memory loss in community-living older people with evidence of senile dementia. Patients and caregivers were randomly assigned into one of three training conditions: didactic, problem-solving, or wait list. Recall performance was somewhat improved for subjects in the didactic group. (Author)

The results demonstrate a use of semantic information to circumvent an item-by-item search of memory. Similar results have been obtained in the fact-retrieval paradigm of long-term memory. (PN)

Two strings of letters were presented. Subjects were instructed to indicate whether the second string contained the same elements as the first, regardless of position. Reaction time increased with the number of positions that the letters were displaced. Results indicate that order may be an important factor in retrieval from memory. (Author/BW)

Study examines possibility that certain story constituents are better recalled than others, suggesting a universal, underlying representation for a story by controlling for semantic content of settings, initiating events, internal responses, consequences, and reactions across versions of same story. Results show subjects transformed syntactic form…

Adults' geometric analogy solution was investigated as a function of systematic variations in the information structure of items. Latency data from verification of true and false items were recorded. A model incorporating assumptions about the form of item representation, working memory factors, and processing components and strategies was…

Study replicates and extends the results obtained by Attig and Hasher (1980) in finding null effects for adult age variation and instructional variation on a relative frequency judgment task. Finds nonsignificant covariation for both young and elderly adults between judgment proficiency and paired-associate learning proficiency. (Author)

Presents a proposed unifying relationship between instructional methods and cognitive operations, and argues that it is the location of the processing of the learning task that defines the function, type, and extent of the instructional method required. More than 50 references are listed. (MER)

The perspective of the child as an active problem solver is promoted. Three theoretical orientations consistent with this perspective are presented, and the value of conceptualizing treatment change in the context of developmental change is stressed. (Author/GK)

Two studies investigated sixth and seventh graders' metacognitive reading skills or skills that are used in reading to remember. Students monitored relative passage difficulty between narrative and expository passages and offered reasons for their judgements. Self-report strategies, retrospection, and protocol analysis were used. (JN)

Two experiments were conducted to investigate six-month-old infants' recognition memory for the shape of an object following unimodal (visual) and bimodal (visual and haptic) familiarization. Visual recognition memory was evident only when the conditions of familiarization and testing were identical. Two possible explanations are presented and…

Presents a computer simulation testing semantic networks and spreading activation models of human memory. Describes how a sentence is encoded by building a working memory structure from its words and from semantic memory concepts related to its meaning. Retrieval processes use cue words or sentences to locate working memory structures. (Author/MES)

Reports on three experiments designed to determine when inferential elaborations dealing with instruments and consequences of action were made--at comprehension or retrieval. (HOD)

Two studies of visual recognition memory in infants demonstrated 9-month-olds had greater retention ability than 6-month-olds. Six-month-old infants had difficulty recognizing stimuli over short delays, even when distractors were absent. Results are discussed in terms of memory changes possibly occurring at 9 months. (Author/DB)

Investigates developmental differences in awareness of category relations in sets of items presented for recall. Subjects were kindergarten, third, and sixth grade children. (CM)

Fifty-seven first and second graders were shown pictures of people in various traditional, nontraditional, and neutral occupations and activities and were tested for recognition memory in order to examine the relationship between children's gender attitudes and memories. (CM)