Examined word retrieval in 14- to 24-month-olds. Found that children with limited productive vocabularies were less likely to produce labels of hidden objects than children with larger vocabularies, even though all could name them and did well when asked to find them. Pictorial cues facilitated word retrieval. Naming errors peaked among children…

A study of 1,283 academically talented junior high students found that males had higher scores on three of the four subtests of the Spatial Test Battery of the Institute for the Academic Advancement of Youth. Females scored higher on the visual memory test and spent more time on the tests. (Author/CR)

Argues that human beings create objects to hold onto memories, to ensure accuracy of memories, or to communicate with others in different places or times. Considers tools for remembering both in Western culture, where such tools are often technological, and in other cultures. These tools are more than information storage devices, they can also be…

Argues that teacher educators must find ways to move beyond student teacher resistance to multiculturalism so that future teachers are prepared to understand and teach diverse students, proposing a model that examines the multidimensionalities of place and memory as they shape multicultural identities, discussing social bias in education in the…

Examines the relationships among phonological awareness, phonological memory, and development of reading skills in a longitudinal study, by following 222 Finnish preschoolers through grade 2. Focuses on the role of phonological memory in word recognition and comprehension. Underlines the stability of development of phonological memory,…

The effects of training on first, third, and fifth graders' spatial perspective taking with multiobject two-dimensional arrays were assessed in two studies. Found that, on an immediate test of retention, performance was significantly better for those subjects trained with feedback present than for nontrained students. (MDM)

One of 4 strategies for learning animal facts was taught to each of 120 high school students. Students demonstrated greater learning when instructed to use elaborative interrogation (a questioning strategy using "why" questions) relative to repetition of experimenter-provided elaborations of facts or nonelaborated facts. (KS)

Critiques an article that focuses on how the analysis of memory offers a window into the cultural, social, linguistic, and ideological dimensions of people as a step toward the development of voice. Suggests the importance of dedicating teaching and research not merely to the development of students' empowerment, but also to connecting these…

This study investigated whether undergraduate students encode spurious correlations in memory and exhibit them during the learning process leading to ineffectual problem solving. Findings suggested that even experienced students relied on surface-structure feature-algorithm correlations for solving new problems. Findings pose implications for…

Offers an art project that was used as a semester final for a group of mixed-media art students. States that the project was inspired by the shadow boxes created by Joseph Cornell as a metaphor for the world. Explains that students created their own boxes to contain their memories. (CMK)

This article compares two theories on why children with language impairment have slower response times when completing linguistic and nonlinguistic tasks. First, the slowing is due to difficulty with a particular cognitive processes and second, the slowing is due to a general cognitive processing limitation. Clinical implications are discussed.…

States that various studies have revealed excellent recognition memory of pictures when participants are asked to remember what has been presented. Explores unpracticed memory for the English five pound bank note. States that results point to dramatic memory failure and to misrepresentations in memory. (CMK)

A study examined developmental changes in talker recognition skills by assessing 72 children's (ages 3-5) recognition of 20 cartoon characters' voices. Four- and 5-year-old children recognized more of the voices than did 3-year-olds. All children were more accurate at recognizing more familiar characters than less familiar characters. (Contains…

A study compared 11 Italian children (ages 7-11) with nonverbal learning disabilities (NVLD) to 49 controls on four tasks requiring visuospatial working memory and visual imagery. Results found the children with NVLD showed deficits in the use of visuospatial working memory and visual imagery. (Author/CR)

Studied whether patterns of developmental progression in reality monitoring were present in visual and auditory modalities and the role of cross-modal imagery in reality-monitoring tasks. Found scores revealed evidence of developmental progression in both auditory and visual source-monitoring tasks, but no effect of cross-modal imagery. (Author)