The present study examined word learning difficulties in Chinese dyslexic children, readers of a nonalphabetic script. A total of 105 Hong Kong Chinese children were recruited and divided into three groups: Dyslexic (mean age 8;8), CA control (mean age 8;9), and RL control (mean age 6;11). They were given a word learning task and a familiar word…

In two experiments, the ability of children younger than 20 months to engage in delayed ordered recall was investigated. In the first experiment, 13- and 16-month-old children were presented with 2-step event sequences and tested for recall, first, immediately following the event and second, after a one-week delay. Sequences were novel-causal,…

Two additional studies in long-term sentence memory were conducted to determine if certain critical relationships predicted by a cognitive model of test anxiety could be strengthened. Using the same sentence materials combined with different procedures, reliable test anxiety - memory relationships were generated by not constraining the initial…

Structured interviews with 128 poor readers and nonreaders probed subjects' early reading experiences and attitudes about those experiences. Topics covered include subjects' perception of personal reading ability, family environment, and school experience. Findings indicate poor self-images result from bad reading experiences, including reading…

Since the 1990s was declared to be the decade of the brain, technology has advanced enough through MRIs, CAT Scans and PET Scans, that live brains have been able to be studied. Although this is still a relatively new field of study, what has been discovered thus far, has wide reaching implications for educators in the area of pedagogy and how to…

Four experiments examined effects of the number of features and feature relations on learning and long-term memory in 3-month olds. Findings suggested that memory load size selectively constrained infants' long-term memory for relational information, suggesting that in infants, features and relations are psychologically distinct and that memory…

Traces the origins of children's autobiographical memories, discussing research on infantile amnesia and young children's memory skills. Focuses on studies of children's long-term memory for autobiographical events that investigate delays of 1-2 years and delays of 4 years or more. Reports that a few studies have documented remarkably robust…

Cognitive triage is the nonmonotonic relationship between the order in which children read words out of long-term memory and the strength of the memory of the words read. Two experiments with 7 and 12 year olds compared the fuzzy-trace theory with an effortful processing explanation. Findings consistently favored the fuzzy-trace theory's…

Examined three- to seven-year olds' memory of a medical procedure, the invasive nature of which is similar to incidents of sexual abuse. Found that children remembered 88% of the procedure's component features initially and 83% after six weeks. Findings suggest that under some conditions, young children can provide accurate and detailed reports of…

Results of 3 experiments indicated that 13.5- and 16.5-month-old children recalled multiple sequences after a 1-week delay. Without cues, the recall of 16.5-month olds was facilitated by familiarity and by enabling relations; only enabling relations aided the 13.5-month olds' recall. With verbal cues, the recall of 13.5- and 16.5-month olds was…

Two studies with 80 5- and 8-year olds found that initial recognition tests elevated children's false-memory responses on delayed tests, and that false-memory creation exceeded true-memory inoculation in 5- and 8-year olds, producing net loss of accuracy over time. (MDM)

Two experiments using deferred imitation tested whether multiple experiences were necessary, or merely facilitative, of 9-month-olds' long-term recall. Found that infants did not demonstrate recall of a multi-step sequence experienced one, two, or three times a month earlier. However, when re-exposed to the experience 1 week after the initial…

The Self-Memory System (SMS) is a conceptual framework that emphasizes the interconnectedness of self and memory. Within this framework memory is viewed as the data base of the self. The self is conceived as a complex set of active goals and associated self-images, collectively referred to as the "working self." The relationship between the…

In 3 experiments motivated by the implicit memory literature, the authors investigated the effects of different strengthening operations on the list strength effect (LSE) for explicit free recall, an effect posited by R. M. Shiffrin, R. Ratcliff, and S. E. Clark (1990) to be due to context cuing. According to the one-shot hypothesis, a fixed…

A theory of how readers monitor concerns of characters and make causal inferences during reading is presented. The focus is on the reader's understanding of what characters do when goals either succeed or fail. Knowledge of goal processes enable coherent understanding to be achieved when characters change goal plans and pursue new courses of…