In the study, 44 learning disabled (LD) and 44 average students (four to nine years old) labelled objects and pictures, recalled their own language labels, and relabelled common objects. Students with learning disabilities were found to be qualitatively rather than quantitatively different from controls in language and memory. (Author)

Memory for discourse by older adults was examined by comparing their performance with that of younger subjects on a text recognition task. Results showed that the old were better at detecting lexical substitutions than subject-object reversals, suggesting that the old retain lexical items better than the relations between them. (FL)

Kinsbourne's attentional model of hemisphere differences is reviewed, and some difficulties inherent in this model are described. Although others have succeeded in identifying some factors that govern effects of selective activation, effects of general activation are uncertain, so the overall outcome of concurrent memory loading is still difficult…

Cluster analysis, applied to Carroll's cognitive theory, indicates that the obtained clusters make intuitive sense and imply that taxonomy is possible. Moreover, some clusters are similar to those suggested by other theories, especially the theory of fluid and crystallized intelligence. (Author/CP)

A general theory of retrieval from long-term memory which combines features of associative network models and random search models is presented. It posits cue-dependent probabilistic sampling and recovery from an associative network, but the network is specified as a retrieval structure rather than a storage structure. (Author/JKS)

Performance of mildly mentally retarded and nonretarded persons was compared in two experiments designed to identify processes of auditory sensory memory. A theoretical model was proposed to incorporate the current pattern of results. (Author)

Examines psychological studies on memory and learning for what they reveal about human categorizing processes and the organizing principles and limitations of human memory. Findings suggest considerations for the design of information systems that would take conceptual organization of knowledge into account. (FM)

Tests the appropriateness of the levels-of-processing model for hearing impaired children on a recognition memory task. Subjects were 89 children ranging in age from 6 years to 12 years. (MP)

This study was designed to investigate the effect of intonation on the auditory sequential memory spans of children normal in language development and those with delay. Analysis indicated that intonation as a cue did not facilitate recall of monosyllabic nouns presented in sequences of two, three, four, and five words. (Author)

Mildly retarded, equal MA, and equal CA individuals (total N=30) viewed tachistoscopic presentations of single element displays under a backward visual masking paradigm. The data revealed that, under minimal load conditions, the internal cue-selection component of selective attention for mildly retarded Ss is comparable to that of the nonretarded…

Correlational analyses indicated that age of acquisition estimates, codability, and retrieval speed were highly related to each other and significantly related to most of the semantic dimensions. Regression analyses revealed that codability, meaningfulness, and imagery each contributed signficantly to the variance of retrieval speed. (Author)

Seven-, ten- and seventeen-year-olds (N=72) in control and experimental conditions were used to test the role of metamemory and metamemory activation in the development of mnemonic performance. Metamemory was found to be a necessary condition for mnemonic performance. Developmental differences were found. (Author/DB)

The cognitive processes of seven children solving arithmetic problems were accurately classified as reconstructive or reproductive according to the child's verbal report of his thought processes. Classifications of thought processes by means of verbal reports can also be used to improve the analysis of latencies. (SB)

The article discusses two subtests of the Detroit Tests of Learning Aptitude: the Disarranged Pictures subtest which measures visual perception, and Memory for Designs, which assesses recall and reproduction of abstract visual presentation. Diagnostic and prescriptive considerations are reviewed. (CL)

Retrieval and response criterion explanations of the effects of text organization on memory were tested in four experiments. More target information was freely recalled when it was high than when low in content structure. Retrieval cues reduced recall differences between information high and low in the structure. (Author/RD)