Unidirectional associates were used in a test of the encoding specificity principle with single items. Strong preexperimental associates were effective retrieval cues even when encoding conditions were not conducive to the establishment of a target-cue association. Results suggested that the presence of weak cues on the test reduced the…

Three groups of Nigerian high school and college students were tested for response to four pictorial depth cues. Students had more difficulty with cues concerning the relative size of objects and the foreshortening of straight lines than with cues involving overlap of lines and distortion of the angles between lines. (Author/JEG)

Investigates the impact of underlining and adjunct questioning in text recall for fifth grade students. Results suggest that for 10 year-old readers adjunct post questions and underlining may hinder performance. (RAO)

To help students learn how to interpret, infer, and speculate on conclusions, here is a week-long learning activity on "clue finding". A mitten, a bagful of debris and a few intriguing exercises with descriptive paragraphs show students that they use clues every day to draw conclusions and that they can extend this ability to analyze what they…

Sets of pairs for a multiple-item recognition (verbal discrimination) learning task varied in their number of presentations during a single extended study trial. The test phase required old-new and right-wrong (functional) identifications of individual items. Results suggest that recognition of prior wrong items are mediated by frequency cues…

Sixty-four children in grades 2 and 5 were asked to recall items from six successively presented sets of categorized pictorial stimuli using one of four types of retrieval cues. Significant effects of grade level and type of cue (favoring subcategory cues) were found. (Author/JMB)

In an investigation of young children's use of context cues in reproducing drawings and geometric shapes, 36 preschool children drew a series of horizontal, vertical, and oblique lines from immediate memory on square backgrounds. (BRT)

This paper presents a model of infant visual recognition which proposes that an infant faced with a novel and a previously exposed target responds with one "look" consisting of a chain of 2 covert responses: (1) an attentional observing response to a dimension and (2) a fixation response to a cue. (Author/JMB)

Superordinate cues (e.g., "animal" for "dog") and coordinate cues (e.g., "cat" for "dog") were compared in two experiments. Associability and not the superordinate or coordinate relationship seems to be important in determining the effectiveness of cues. (Editor)

College subjects were required to read and recall an expository text. They recalled information about fewer topics if they were randomly ordered and the introductory paragraph was uninformative. Subjects recalled information about more topics if the text contained topic sentences. Readers used representation of a text's topic structure to guide…

The goal of this study was to determine some of the factors that contribute to developmental differences children and adults display when they use cues to retrieve specific memories. (PCB)

The study investigated relationships between type of prompt and type of task by teaching 32 mentally retarded adults two tasks (visual discrimination and a motoric assembly task) using two types of prompts (gestural and physical guidance). Results failed to support either the traditional response prompts hierarchy or the existence of a prompt-task…

Early developmental changes in children's understanding of causality were examined in two studies of three and five year olds' causal judgments. In both studies, children were asked to judge which of two stimuli caused an observed event across a series of problems providing a variety of alternative cues. (Author)

A study determined the effects of signalling and note taking on recall of information and top level structure of text under immediate and delayed conditions. The subjects (180 undergraduate education students) were randomly assigned to one of four treatment conditions--signals/notes, signals/no notes, no signals/notes, or no signals/no notes.…

In an investigation of comprehension monitoring skills of learning disabled and average seventh-grade students, average students spontaneously activated comprehension monitoring strategies thereby noting the text inconsistencies regardless of the condition. Learning disabled students, however, activated these strategies only when cued to do so.…