This article focused on the investigation of the differences in the frequency of language learning strategy use by successful and unsuccessful first-year students of a Chinese university. The study found that successful students used a wider range of learning strategies for EFL learning significantly more frequently than unsuccessful students. It…

Three experiments investigated whether musical memory was context dependent. Instrumental musicians memorized music in one context and recalled in either the same or a different context. Contexts included atypical performing environments (Experiment 1: lobby/conference room) or commonly encountered environments (Experiment 2: practice room,…

According to Csikszentmihalyi (1988), creativity is a very complex interaction among a person, a field, and a culture. In keeping with this approach, a look at Asian culture in relation to its impact on creativity is in order. While people may vary in their native capacity for creativity, it is in the individual's interaction with the macrocosm…

The purpose of this study was to examine the redundancy effects obtained when spoken information was duplicated in writing during the learning of a multimedia document. Documents consisting of diagrams and spoken information on the development of memory models were presented to three groups of students. In the first group, no written text was…

The present research examined self-reported rehearsal processes in naturalistic time-based prospective memory tasks (Study 1 and 2) and compared them with the processes in event-based tasks (Study 3). Participants had to remember to phone the experimenter either at a prearranged time (a time-based task) or after receiving a certain text message…

The purpose of this study was to determine the nature and efficiency of the strategies used by prelingually deafened native signers for the temporary retention of written words with reference to a primary language-coding hypothesis (M. A. Shand, 1982). For the gathering of the data, participants were shown lists of serially presented written…

Memories can have different strengths, largely dependent on the intensity of reinforcers encountered. The relationship between reinforcement and memory strength is evident in asymptotic memory curves, with the level of the asymptote related to the intensity of the reinforcer. Although this is likely a fundamental property of memory formation,…

Experiments within the microgenetic paradigm provide an assessment of the role of stimulus structure and, inferentially, of cognitive structure on perception. Two experiments investigating the effect of redundancy (structure) in written language on visual perception are reported. Seven-letter arrays differing in percentage of redundancy were…

Giving names for pictures of familiar objects to nursery school children improves their later recognition of those pictures. This improvement occurs even though the children can easily name the pictures when asked. The present research eliminated the sufficiency of several possible explanations. The names might have provided a response to rehearse…

The memorization of Bible verses is an important goal of many Christian schools. Teachers in Christian schools use many different techniques to help their students memorize Bible verses. One popular traditional method is to have the students repeat the verse many times until they can repeat it from memory. In this project the researcher compared…

Educational Leadership/Research Supplement, v3, n2, December 1969. Results of the study indicate that, "... the kind of spaced practice that schools use, that is, approximately 24 hours between similar tasks, produces greater learning than when the task is given in one continuous block. (Author)

Describes some experiments with monkeys that "can provide us with vital and unexpected information about the organization of the human brain", according to Dr. James H. Dewson, a Stanford University scientist. (Editor/RK)

Based on decades of research on learning and memory, this article asserts that "what you think about is what you remember," noting that implications for teaching and assignments are substantial. Suggests that in the early stages of learning, students may display shallow learning, but deep, connected knowledge must be encouraged by…

Advises school leaders to consolidate people's names in their memory, thus avoiding acute embarrassment. School Executives can use the L-I-S-T-E-N approach: listen carefully, initiate questions about the person's name, say it often, translate the name into pictures, etch key facial features onto their minds, and note salient information on…

The mnemonic device can be a terrific tool to help students memorize those things that are so easy to forget. A mnemonic device is a trick or strategy to help remember something. Adults use them every day. Frequiently, they may use a rhyme to help them remember how many days are in each month and they often use associations or alliterations to…