Beginning with an identification and brief description of the four major types of memory structures--networks of propositions, intellectual skills, images, and episodes--this extensive review of previous studies identifies many examples of improved retention and transfer resulting from combinations of structures, as opposed to single structures. A…

Two simple quantitative models were derived from a series of experiments which explored the role of information storage in working memory when performing mental arithmetic. The decay model is a tractable analysis of a complex task which assumes a decay process in working storage. Similar analyses are recommended for problem solving activities…

A sample of ninth-grade students utilizing the Intermediate Science Curriculum Study (ISCS) and other materials was used to investigate the relationship between cognitive preferences and science process achievement. The three cognitive preferences examined were: (1) application; (2) memorization; and (3) questioning. (HM)

Ninety second and fourth graders participated in eight weeks of instruction in basic facts. Instruction for the experimental groups resequenced traditional instruction in order to emphasize thinking strategies for remembering the facts. Findings were generally consistent with other research that supports the use of thinking strategies to…

To determine whether different long-term memory representations are necessary for verbal and visual material, subjects studied faces composed of visual features or verbal facts composed of concepts. Findings showed interference between verbal and pictorial information, and supported the ACT theory that pictorial and verbal materials are stored…

It was hypothesized that if the episodic structure of a story determines subjects' organization of that story in memory, then variation in structure should affect the organization of information in recall. (Author/NCR)

Attempts to relate the spelling errors of secondary school students to visual and auditory sequential memory, intelligence, reading, and writing speed. The relation of spelling ability to the frequency and regularity of words is also examined. (Author/RK)

Considers the definition of learning as usefully applied to lower animals in instances of trained food-aversion behavior as a viable instance of associative learning. (SL)

Nelson, Brooks, and Wheeler (1975) found that interference effects produced by physical similarity among word stimuli in paired associates result from the disruption of contact with the functional stimulus and that interference with associative retrieval is minimal. Data in this research challenge their conclusion on several grounds. (Author/RK)

Two experiments examining the effects of providing appropriate frameworks for comprehending ambiguous sections of prose were conducted with 143 children from second through seventh grade. (Author/JMB)

A description of a series of six experiments dealing with human memory processes. They examined the types of codes generated in maintenance rehearsal and the effects of rehearsal time at various single levels of encoding. Data confirmed earlier findings and led to conclusions regarding repetition, encoding and levels of processing. (AMH)

This experiment examined the spoken serial recall by adults and second grade children of aurally presented lists of digits, synthetic stop consonants, and synthetic vowels. (SB)

This study found that the three variables, suggestion, synchronized music and breathing, had a large positive effect on the learning and retention of 50 Spanish words. Available from: Society for Suggestive-Accelerative Learning and Teaching, 2740 Richmond Avenue, Des Moines, Iowa 50319. (CFM)

Noun pairs were learned by younger and older adults. Anticipation and presentation intervals were manipulated, and there were no-imagery, experimenter-provided imagery, and self-generated imagery instructions. Older subjects generated and used imagery with the same facility as younger subjects, although retrieval time was longer. (GO)

The time course of the spread of activation in lexical memory was studied using naming latency as the measure of activation in a variable-duration priming paradigm. (Editor)