Examines the relationship between the mental effort requirement of cumulative rehearsal and spontaneous utilization of the strategy by three groups of children (mean ages 7.6, 8.7, and 11.5 years). Results showed that the mental effort requirement of strategy use may influence children's strategy selection on memory tasks. (Author/CI)

"Math Facts Memory Made Easy" is a program which provides teachers with an effective alternative instructional method and an accompanying curriculum designed to improve students' ability to memorize basic mathematical facts. General information about the program and examples of strategies used are presented. (JN)

Reports the results of a study of the effects of different types of recall expectation on the accuracy of making structural importance ratings of text ideas and on the recall of idea units by importance levels. (AEA)

The locus of facilitation due to rehearsal was investigated in three experiments with first-grade children. Several difference overt acquisition strategies in a four-item sequential memory task were compared, including ordered repetition, item repetition, item labeling, and free strategy conditions. (Author/SB)

No word-list memorization here! Instead, in this book educators will discover classroom-tested, research-based strategies for teaching spelling in a way that reflects how middle school students actually learn -- by using spelling strategies and recognizing language patterns. This publication presents a wealth of strategies, activities, and ideas…

Following a study designed to obtain current word association norms, two experiments were performed to test the effects of false recognition of using individual associative hierarchies. (Author)

Development of memory depends upon changes in several mnemonic processes, which are illustrated in experiments with normal and mentally retarded adults and children. (Author/WY)

The author proposes two theoretical constructs from cognitive psychology planning and limited central processing to aid understanding of the complexity and inefficiences in study performance of learning disabled (LD) children due to memory problems. Applies the constructs to memory development and instruction and provides recommendations for…

Compared three techniques for teaching name-to-face associations to older adults. Participants (N=60) were divided into no image (control), image, and image plus judgment groups. Results showed strong improvement in remembering names when interactive imagery was used. Those in the image plus judgment group showed less forgetting in recall.…

College-age and older adults predicted their memory spans and indicated readiness to recall sets of drawings. Differences were obtained in recall readiness. In Experiment two the recall of a chunking and rehearsal trained group of older adults was better than that of a control group given standard instructions. (Author)

Investigates the relative efficacy of three training procedures in improving serial recall in kindergarten children who either showed no tendency to rehearse or rehearsed inconsistently at a serial recall pretest. Self-instructional training, an induced rehearsal procedure, and a practice control condition comprised the three training procedures.…

A complex task designed to elicit a variety of memorization strategies was presented to 236 children aged 10 to 14. (MP)

Attempts to reexamine the role of response suppression as a contributor to retroactive inhibition in recall. (Author/RK)

Evidence is offered that children with specific language impairment often have serial memory difficulties. Research on the difficulties such children have in rote counting and in learning nursery rhymes is reviewed. Implications of current research for assessment and intervention in mathematics and rhymes are discussed. (DB)