After six weeks of testing college algebra students (n=84) either on recall or recognition tests, the test modes were changed without warning. Results showed that performance suffered when the test mode was changed for students anticipating a recognition test. Students anticipating a recall test did equally well in both test modes. (Author/PN)

A child with a disability is expected to take tests along with his or her non-disabled classmates. The child may receive accommodations or modifications, if needed. Some children may take alternate assessments. Some may take tests that measure progress in alternate standards. Your child must recall facts quickly and correctly to do well on tests.…

Investigates children's immediate and final recall memory as a function of grade level and presentation modality. Results obtained from 54 third, sixth, and ninth graders suggest that no conclusions can be drawn concerning levels of processing as a source of age differences. (Author/MP)

Used path analysis in two experiments to examine possibility that age difference in infants' long-term retention were artifacts of correlated differences in learning rates or learning opportunities. Found that developmental declines in forgetting rates between 12 and 18 months were independent of developmental differences in learning. Age…

Story events were presented in Greek or English to 32 Greek-English bilingual children in grades 2 and 4. Children's recall 1-2 days later was organized more by story event (party versus breakfast) than by language. Cognitive processes that comprise bilingual memory, including encoding, storage, and retrieval strategies, are examined within the…

Reviews literature on development of children's and adults' long-term retention. Finds that forgetting is dominated by storage (not retrieval) failures; trace recovery is dominated by retrieval (not storage) operations; and storage failure rates decline with age in childhood, whereas only modest developments occur in retrieval recovery operations.…

Studied relationships among short-term memory, processing speed, sequencing ability, and long-term memory information retrieval in 7-year-olds. Found that when reading ability was controlled, arithmetic ability was best predicted by processing speed, with short-term memory accounting for no further unique variance. Children with arithmetic…

Examined the effects of preevent stereotypes and postevent suggestions on the memory of 176 preschoolers whose classrooms were visited by a stranger. Results from open-ended interviews after 10 weeks indicated that control participants provided accurate reports of the visit, while those exposed to stereotypes, suggestions, and stereotypes plus…

Compared toys and real items as props for facilitating children's reporting of an event. Indicates that the effects of props depend on the nature of the items and the age of the children with whom they are used. Suggests that real items may provide one means of supporting recall, to enable children to provide their most complete and accurate…

Trained 3 month olds to move a 10-object mobile. Changing the mobile to two objects resulted in crying for half the infants. A retention test was given one and seven days later. All infants exhibited retention at one day but only noncriers at seven days. Criers displayed more anger than noncriers in the one-day retention test. (BC)

Describes research on young children's long-term memory under 2 conditions of acquisition: direct imitation followed by a 10-minute delay, or deferred imitation. Children were able to encode and retain as much from visual pickup of modeled acts as from feedback obtained through imitation. (Author/GH)

This article examines the various types and functions of mnemonic strategies that may be used to expedite recall in students with learning disabilities, reviews the research concerning mnemonics, and provides a critical analysis of mnemonics as it relates to people with learning disabilities. (DB)

Long-term memory differences between 30 mentally retarded and 30 nonretarded young adults were assessed. Subjects studied a picture book after receiving semantic or nonsemantic encoding instructions. Semantic encoding improved the retarded subjects' recognition memory. Once items were encoded at a deep level, the long-term recognition of all…

A study of 36 British survivors of childhood abuse found participants described different types of abuse-memory experiences: continual knowledge (70%); unexpected abuse memories from a prior state of having no awareness of abuse (16.5%); and unexpected memories from a state of having partial prior awareness of abuse (30%). (Author/CR)

Working memory capacity has been suggested as a factor that is involved in long-term memory retrieval, particularly when that retrieval involves a need to overcome some sort of interference (Bunting, Conway, & Heitz, 2004; Cantor & Engle, 1993). Previous work has suggested that working memory is related to the acquisition of information during…