Visual, name and conceptual encoding of pictures were studied using a recognition memory task in which 4-, 8-, and 16-year-olds quickly decided whether or not pictures were identical to remembered study pictures. (SB)

One hundred and fifty psychology students, assigned to five groups, used different learning strategies (repetition, paraphrasing, linking, grouping, and hierarchy) to study three structurally different chemistry texts. The strategies that demanded recognition of linked relationships as well as retention of this information increased students'…

Children's memory for stories was examined as a function of subjects' understanding of causal reasoning ability in stories. Results supported a developmental view in which recall performance was a complex interaction between characteristics of the learner and characteristics of the story. (Author/PCB)

Reports cross-linguistic differences in forward digit span among four-, five-, and six-year-old Chinese and American children. Examines several explanations for the superior performance of Chinese children, and finds that only a temporally limited store hypothesis was supported. (SKC)

The effects of visual and auditory modes of input on long-term memory were examined in two experiments, each with 40 and 80 undergraduates, respectively. In both experiments, visual stimulus attributes were a more salient dimension than were auditory features in the long-term encoding and retrieval process. (SLD)

The study examined the potential of training in a specific learning strategy (text structure recognition and use) to improve the recall of expository prose of 27 learning disabled high school students. Trained subjects demonstrated better immediate and delayed recall performance than control subjects trained in problem solving strategies.…

Effects of two types of memory strategy instruction--mnemonic or directed rehearsal--on the vocabulary acquisition of 60 seventh and eighth grade learning disabled students were compared. Among results were that subjects instructed in the mnemonic method significantly outperformed subjects instructed in the direct rehearsal strategy. (Author/DB)

The study examined the use of advance organizers by seven regular secondary teachers with seven learning disabled students. Advance organizers did positively affect students' retention of information, but only after students were taught to attend to and use the advance organizers. (Author/DB)

The incidental memory of young children was tested for words or words plus pictures that were initially presented under orienting conditions. These conditions required responses to acoustic or semantic qualities of the stimuli and an affirmative or negative response to the orienting questions. (PCB)

Studied was the development of a variety of grammatical-sensitivity and phonological skills in normally achieving, reading-disabled, arithmetic-disabled, and attention deficit disordered children 7 to 14 years old. (PCB)

Examines the factors influencing the use of a plan by four- and five-year-old children to judge the relative number of two sets by one-to-one correspodence. Results suggest that most children have one-to-one plans in long-term memory by age four. (Author/RWB)

Indicates that subjects spent more time reading important information than unimportant information and that, when processing time was limited, extra cognitive effort was allocated to accomplish the same result. Finds that important information was also recalled better, confirming the "levels effect." Reports three experiments supporting…

To evaluate the relative effectiveness of two media for conveying narrative information, young children and adults were presented the same story via television or radio. Media differences were found, with children in the radio condition showing significantly more errors in comprehension and memory than children in the television condition.…

In two experiments, the importance of mnemonic illustrations for improving the learning and memory performance of learning disabled adolescents was studied. Results showed that students learned more when they studied passages with mnemonic pictures and that mnemonic instruction facilitated students ability to make inferences about information…

Ten mildly retarded young adult males and nonretarded subjects matched for chronological age or mental age were required to recognize both verbal and nonverbal stimuli presented tachistoscopically. Results of a backward visual masking paradigm varying stimulus onset asynchrony (SOA) indicated the retarded subjects performed poorer at the longest…