Developmental changes in preschool children's awareness of the relative effectiveness of four nonverbal strategies in a memory-for-location task were investigated. Fifty-two preschool children (12 three-year-olds, 20 four-year-olds, and 20 five-year-olds) made paired comparison judgments as to the mnemonic effectiveness of marking, touching,…

This study investigates different methods of increasing children's use of active rehearsal in recall, and the extent to which this active rehearsal improves their recall. Seven groups of second grade children and one group of adults were asked to memorize a list of everyday words in four study-test trials. Two of the groups of children were given…

The levels of processing framework for understanding memory development has generated little empirical or theoretical work that furthers an understanding of the developmental memory system. Although empirical studies by those testing the levels of processing framework have demonstrated that mnemonic strategies employed by children are the critical…

An increase in the amount of material to be learned increases the difficulty of the learning task. The function describing this length difficulty relation was obtained by measuring the amount of time 20 college students spent studying arrays of four, six, eight, and ten consonants before they were ready to be tested on them. Identification and…

If the contextual similarity between learning and recall within a single trial in a short-term memory (STM) paradigm is varied, recall varies proportionately. This context effect was demonstrated using variations of the Peterson-Peterson (1959) paradigm for both aurally and visually presented material, verbal and arithmetic context, and within and…

Examines fourth grade children's memory for information contained in target sentences presented 24 hours earlier. Examines the occurrence of interference by presenting multiple choice response options consisting of a correct word, a new word, and a word which occurred in a previous sentence. Attempts to extend the principles of frequency theory.…

Three-, four- and five-year-old children were presented an array of metamemory tasks designed to test their understanding of variables which affect the difficulty of memory performance. (JMB)

Four new military training systems offer the opportunity for the application of cognitive science. They are the following: (1) a family of memorization games; (2) a simulator with a graphic, schematic student interface; (3) a system for solving problems of relative motion; and (4) a method of building cognitive skills for air-intercept control.…

Five experiments were conducted in an attempt to determine if college students' memory for oral directions could be enhanced. Mnemonic, paraphrase, and control conditions were compared for level of recall and recall in correct order. Results are discussed. (Author/MT)

Reports the results of a study of the influence of mnemonic strategies on normal schoolwork. Two history assignments were presented; the first required memorization without guidance while the second supported memorization with mnemonic strategies. Concludes that the second assignment produced better memorization and more enthusiasm. (BSR)

Case studies describe the positive responses of two elementary learning disabled students involved in an experimental number fact program. The program emphasized development of strategies matched to individual learning needs in a nontraditional approach to the organization of addition facts. (Author/CL)

Briefly discusses three different approaches to instruction and differences between education and training, and proposes a system for categorizing different types of instructional software currently available: memorization software for education (drill and practice) and for training (simulations), and performance aid software (intelligent computer…

Age differences in memory performance have been ascribed to corresponding differences in the effectiveness of mental memorization procedures. A comparative assessment of opportunity and capability hypotheses is evaluated with reference to results of previous studies of procedural maintenance and transfer following instruction, using a sample of…

Seventy kindergarten children learned to order 12 objects that were well known and either unrelated or categorizable into well-known categories. Free recall was assessed. Results indicated the children used category membership both to learn and to recall the items. (Author/SB)