Studies whether global, causal inferences are made during comprehension. Provides verbal protocol data in the form of talking aloud during reading. Discusses the data with reference to processing claims and working-memory models. Considers what verbal protocols reveal about processing. (HB)

Two experiments involving 49 3- and 47 4-year-old French preschoolers studied their memories for racial and other social information to test claim that perceptual factors are integral to derivation and representation of racial categories. Results cast doubt on claim that perceptual information is crucial component of racial categories and are more…

This article reviews research on mathematics learning and forgetting, especially for students with learning and other disabilities. It notes the important role of mathematical language and the substantial loss of mathematics achievement over the summer vacation. Year-round schooling is encouraged to eliminate prolonged interruptions in…

Places the current educational reform movement in a historical context. Maintains that students today are no more ignorant of history than were previous generations. Distinguishes between memory, remembering, and meaning and suggests the application of these categories to the improvement of history instruction. Describes sample exercise. (RW)

Investigated a prior classification of Wechsler Memory Scale-Revised (WMS-R) subtests into Verbal and Visual categories. Findings from 45 college students found that memory test performance correlated significantly with performance on subtests of Form II of Luria-Nebraska Neuropsychological Battery that measures substrates of particular memory…

One-hundred two undergraduates studied a thematic map and read related text, with the order of presentation varied and half receiving a verbal prime related to the theme. Map-first students recalled more and made more correct inferences. Verbal priming did not affect theme-related recall or inference. (SLD)

Two experiments examined immediate and long-term serial list learning effects for common nouns for 42 fifth graders. Results provide additional evidence that long-term forgetting may be greater for learners who receive mnemonic instruction than for untrained controls, in spite of some immediate enhanced recall. (SLD)

Measurement and psychometric quality of the Sternberg task (S. Sternberg, 1966, 1969), a memory search task, was investigated with 78 undergraduates. Individual performance was fairly homogeneous across responses, fairly unstable over time, and fairly stable across stimulus content. Implications for individual differences research are discussed.…

In 3 experiments, 93, 97, and 86 college students, respectively, learned how to solve 20 verbal analogy problems and took transfer and memory tests. Results are inconsistent with active responding theory and further indicate that schema induction is maximized when the schemas are made salient and the cognitive system is not overloaded. (SLD)

Cognitive load theory was explored in 3 conditions among 96 third graders in nonisomorphic analogical transfer (problems do not have identical structures, constraints, and problem spaces). Conditions under which children best adjust the base to the target are discussed, and implications for transfer are reviewed. (SLD)

A survey of 1712 college students explored the prevalence of and factors associated with forgetting childhood sexual abuse. A minority of victims reported having temporarily forgotten their childhood sexual abuse and were more likely to report that someone had suggested to them that they might have experienced abuse. (Author/CR)

Children (N=110, ages 8 to 10) with either normal or poor reading ability were tested on (1) ability to recall sequences of nonspeech tones presented at various rates, and (2) ability to make phonetic decisions using brief and transitional properties of the speech signal. Results did not support the hypothesis that temporal-processing deficits…

Examines contributions of vowel signs in reading Hebrew on memory and comprehension. Finds that vowel signs speeded up recognition memory of words in third graders, and improved recall of words printed in the context of mixed lists in sixth graders. Finds also that vowelization improved memory and comprehension of some prose texts. (RS)

Two matched groups (24 adolescents and 24 adults) of pregnant mothers were followed for 20 months. During pregnancy, memories of child maltreatment were evaluated. Although adolescent and adult mothers showed no differences in memories of childhood physical or emotional abuse, adolescent mothers and physically abused mothers showed higher child…

Investigated the relationship between grammatical knowledge and reading ability in third grade good and poor readers. Two aspects of grammar--binding and control--were assessed to determine whether poor readers had syntactic deficits. Interpretations were assessed through a sentence-picture matching task in which picture depictions of all possible…