Short-term memory for single-syllable words is negatively related to the number of semantic categories from which the words are drawn. Test results are inconsistent with any theory postulating a separate short-term memory that takes no account of semantic factors. (CHK)

This is the preliminary report of a new memory scoring method. Using the Wechsler Memory Scale as its base, it scores lateralized verbal and figural memory and long- and short-term memory. Six independent memory scales were developed. Studies of 105 subjects demonstrate that these scales are reliable and valid. (Author)

Two studies of 7-year-olds and college students tested the hypothesis of a developmental difference in the degree to which subjects' memory performance was controlled by categorical properties vs. specific instance properties of test items. (GO)

Sentences written in either an expanded or optionally deleted form were read for imitation and delayed recall to a group of nursery school children and a group of adults. Results and their implications are discussed. (Author/RM)

Demonstrates that students who use mnemonic devices in recalling information obtain higher grade point averages than those students not using mnemonics. (RB)

When subjects utter a series of redundant sounds while memorizing word lists, performance is impaired and phonemic similarity effect is reduced. Experiments explored the influence of articulatory suppression on free recall; neither showed interaction between suppression and serial position. Recency effect may not reflect short-term phonemic store.…

This study examines whether or not abstract or concrete prose material is easier to learn and remember. The results indicate that concrete paragraphs were consistently faster to learn and easier to remember. (DE)

A study of recorded and analyzed inspection times in a picture recognition memory task involving three different delays between inspection and test. Subjects were 108 4-, 6-, and 8-year-old children. (Author/SDH)

An investigation of the category-recall relationship using first, third, and fifth graders as subjects. Recall was found to be a function of the number of categories in the sort, and there were no differences in recall among the three retrieval conditions. (Author/SDH)

Two longitudinal studies of expert-level cognitive skills and their acquisition are reported. The first study focused on the skill of an otherwise normal subject who increased his digit-span to over 100 digits with 4.5 years of practice using the mnemonic system developed by W. G. Chase and K. A. Ericsson. The second study followed two college…

Although memory was one of the five canons of classical rhetoric, the more contemporary, narrower definition of memory as the training of the mind to remember certain things has eliminated memory as a useful rhetorical canon. However, teachers of writing who do regard memory highly, can redefine memory to restore it as one of the canons of…

Two studies examined the effects of on-line processing and memory-based processing on the transfer of analogy problem-solving strategies. Male and female college students (N=189) were randomly assigned to one of three experimental groups and a control group. Each experimental condition involved a different type of training strategy (advice,…

The way cognitive, event-related brain potentials (ERPs) can aid in further understanding of memory span change in children is discussed. ERPs are time-dependent changes in electrical activity of the brain (as recorded by scalp electrodes) following the presentation of a physical stimulus through auditory, visual, or somatosensory modalities. The…

The present study assessed the effects that the density of an array has on two aspects of memory: the ability to recall a group of items and the ability to place these items in their original locations. First-graders, fourth-graders, and college students were asked to memorize 16 common objects presented in either a dense array or a spaced array.…