This research used tasks analogous to Delayed Matching-to-Sample tasks to study pigeons' Short Term Memory for responses and reinforcers, as well as for more conventional stimuli. The broad question is whether stimulus, response, and reinforcer memories are all influenced in the same way by the same independent variables. (Author/RK)

Hospitalized brain-damaged patients were Ss in a study designed to evaluate the effectiveness of a treatment technique used with contingent reinforcement to facilitate acquisition and retention of environmentally relevant information. (Editor)

There are many tasks in which people are called on to disregard information that they have already processed. Dealing with inadmissible evidence in a courtroom setting, second-guessing the past, etc. This research investigates such difficulties in a general form, using almanac-type questions. (Editor/RK)

The effectiveness of using earliest school recollections as a diagnostic device for classifying different types of gifted and talented students with social adjustment problems at school was evaluated. Significant agreement was found between classification on the basis of earliest recollections and classification on the basis of observable behavior…

With reference to Chinese language and its unique orthography, evidence for language-related differences in manners of information processing is reviewed. These differences include visual form perception, manipulation of numbers, and memory versus manipulation and elaboration of verbal information. (Author/RH)

Developmental differences in the relative salience of features in concept representations in semantic memory and their contributions to differences in cued recall were examined in two experiments. Subjects were second graders, fifth graders, and college students. Results showed that recall varied with feature salience, with salience greatest for…

It is shown how typical analyses of strategic behavior focus on the "problem of remembering" based on the experimenter's conceptualization of optimum task performance. A new definition of a strategy is suggested in which strategies are seen as attempts to solve the "problem of remembering" as understood by the person. (Author/LMO)

Presented series of biographical passages to young and older adults to examine how semantic memory store of previously acquired knowledge affects ability to retain textual information. Older adults had difficulty in delayed, but not in immediate, recognition condition. Suggests that as older adults' episodic memory deteriorated, they could not…

Based on three areas of research (memory, selective attention, and metacognition), three strategy training interventions with learning disabled children are described: Lloyd's academic strategy training, Torgeson's strategy training, and Deshler's learning strategies model. Individual approaches may be appropriate only for selected subgroups of…

Congenitally-blind (N=16) and sighted (N=16) young adults listened to descriptions of routes and then finger traced routes through a raised line matrix. Route tracing speed and accuracy revealed that spatial sentence verification interfered with route memory more than abstract/verbal sentence verification for all subjects. (Author/CB)

Examined preschool and first-grade children's recall and recognition memory for two types of atypical actions: irrelevancies and disruptions, and for script actions (schemata). Children recalled disruptions better than irrelevancies in stories about familiar events, especially with delayed recall. Script actions were least well recalled. (SKC)

Discusses a computer demonstration of the word fragment completion effect which introduces students of cognitive psychology to the implicit memory paradigm. Describes effective use of the program in lecture, demonstration, and class discussion stating that it provides an interesting introduction to discussions of experimental procedures and…

Reviews research on aspects of metacognition in children's comprehension of television, particularly how skills in meta-memory, meta-attention, and meta-social cognition-correlate with comprehension. (PD)