It was concluded that repeated review is more beneficial to deaf than to hearing students, and that it selectively affects memory tasks (recall and recognition) more than tasks requiring higher level processing (concept acquisition and problem solving). (Author/DLS)

Synonyms within languages were compared with exact repetition of words as aids to recall. Interlingual synonyms had effects identical to those of exact repetition, whereas intralingual synonyms were less effective than exact repetition. Bilingual equivalence of words does not appear to be due to common underlying semantic structures. (Author/RD)

Three experiments (which used adults and 14-year-old children) studied the congruence between textual input at encoding and output in the form of memory reproductions. Results verified a very close correspondence between encoding and retrieval regarding hierarchically structural operations on the information in simple stories. (AN)

This paper reviews current models of problem solving to identify results relevant to teachers or instructional developers. Four areas are covered: information processing models, approaches stressing human abilities and factors, creative problem solving models, and other aspects of problem solving. Part of a theme issue on intelligence. (Author/SJL)

Discusses a method used at DePaul University of Chicago, Illinois, in a relativity course for students who are not science majors, emphasizing logical reasoning rather than memory of facts. (HM)

Mildly retarded children were instructed in encoding strategies or rehearsal strategy. Performance was higher for semantic encoding strategies. Seven months later the semantic condition also showed greater improvement after strategies were prompted. Performance on incidental learning tasks was enhanced for 13- but not 10-year olds. (Author/RD)

A multirate mathematical model is presented to support the hypothesis that different types of information are lost from a memory trace at different rates. The model is validated by two experiments assessing the retention of pictures and of sentences at three different delays by cued recall. (Author/CP)

Investigates the relationship of reading ability and age to children's recall of expository text after reading and analyzes children's sensitivity to text structure. (MKM)

Addresses the questions of whether young children would differentially utilize spatial and thematic cues for recall and/or organization and whether such effects would persist over time. Subjects were 60 fifth-grade and 60 preschool children. (MP)

Two experiments, involving 90 first-grade children, were conducted to test a retrieval-inefficiency explanation for the failure of visual imagery to facilitate young children's prose recall. (Author/MP)

Reports three experiments investigating the relationship of the suffix effect and echoic memory. Shows that echoic memory persists for at least 20 seconds. Illustrates that echoic memory can be used to establish a more effective nonechoic memory. Shows that recency recall is higher to auditory than to visual items. (PMJ)

A schema-based framework for representing knowledge and prose organization was studied. Testing of a script pointer and tag hypothesis confirmed that memory discrimination is better for atypical actions in a passage than for typical script actions and that there is no memory discrimination for very typical actions. (SW)

Investigated was the hypothesis that high arousal increases processing of physical characteristics and reduces processing of semantic characteristics. While introverts and extroverts had equivalent scanning rates for physical features, introverts were significantly slower in searching for semantic features of category membership, indicating…

This review of the concept learning literature indicates that the greater effectiveness of field-independent learners is related to memory efficiency and the ability to conduct combinatorial analysis. Short-term memory and free recall studies suggest factors contributing to the less efficient memory of field-dependent learners. (Editor/SJL)

Discusses the relationship between language impairments and memory. A discovery process that can be used to determine the degree to which children's long-term memories vary across recall content and contexts, and a method for determining which memory facilitation strategies are the most effective are discussed. (CR)