Describes four-step approach to educational demonstration: tell learners they will have to perform; what they should notice; describe each step before doing it; and require memorization of steps. Examples illustrate use of this process to demonstrate a general mental strategy, and industrial design, supervisory, fine motor, and specific…

This study investigated whether stating the instructional objectives at the beginning of instruction would help students structure their own learning. Data came from 24 lessons taught by 13 secondary school teachers to 684 urban and rural adolescent students. Teachers taught different subject lessons in different classes. Students were exposed to…

A procedure for controlling word encodings tested the effects on recognition memory of acoustic encoding and 2 types of semantic encoding. (Editor)

Two experiments were conducted and the results of both experiments were viewed as consistent with the hypothesis that episodic information (e.g., word pairs, word grouping) is stored separately from semantic information (categories) in long-term memory. (Editor/RK)

Results suggest that the strategy of deliberately concentrating one's study activities on the less well mastered segments of materials to be learned, like other elementary memory strategies (e. g., rote rehearsal), cannot automatically be assumed to be part of a young child's repertoire of learning techniques. (Authors)

The particular concern of this experiment was to develop a technique for the effective study of the factors that influence the buildup of proactive inhibition in short-term memory studies of the Brown-Peterson variety. (Author)

Two experiments compared Ss' serial recall of 16 hierarchically formed patterns of ordered digits. (Author)

Research supported by a Public Health Service grant from the National Institute of General Medical Sciences. (DD)

Preschool, first-grade, and fifth-grade children served as Ss in 2 experiments designed to test the developmental hypothesis that memorizing and perceiving are functionally undifferentiated for the young child, with deliberate memorization only gradually emerging as a separate and distinctive form of cognitive encounter with external data.…

In terms of examination performance there are no significant differences between users and non-users of mnemonics. This finding does not, therefore, support the view that the use of mnemonics is beneficial to examination performance. (Author)

Special issue devoted to the second conference on structuro-global-audio-visual methodology, at Mons, Belgium, 1971. This report constitutes the groundwork for a more detailed study published in its entirety in the Bulletin de l'A.T.A.V.; n1 p1-28 1972 (University of Mons). (VM)

Article describes experiment examining recall of the content of sentences learned by the method of free recall. (Author/MM)