Reviews current research on the brain, memory, and learning. Outlines techniques that instructors can use to help learners retain information. (JOW)

Two studies examined age differences in conditional reasoning. Results indicated that 8-year-olds performed better when antecedents were weakly associated with consequents than on strongly associated antecedent/consequents, with no difference among 11-year-olds. Eight-year-olds did better on ad hoc premises than on causal premises, with no…

This study evaluated the effect of sound-symbol association training on visual and phonological memory in children (n=24) with a history of dyslexia. Comparison with controls matched for either age or reading level found children with dyslexia or whose dyslexia had been compensated demonstrated a variety of visual and phonological memory deficits,…

Investigates the display of expert behavior by seven outstanding video game-playing children ages 10 and 11. Analyzes observation and debriefing transcripts for evidence of self-monitoring, pattern recognition, principled decision making, qualitative thinking, and superior memory, and discusses implications for educators regarding the development…

Considers how to help middle school students grow in competence and confidence as writers while addressing their spelling difficulties. Presents a research study that examined instructional histories, analyzed results of spelling and visual memory inventories, and mapped the strategies and habits the challenged spellers used as well as those they…

This literature review's underlying premise is, that implicit and nonanalytic memory processes are important "techniques" children use to guide their interactions in the world. Based on the literature review, it is argued that memory research and theory will remain largely irrelevant to understanding the developing child as long as they…

Attempts to learn more about memorable experiences associated with science field trips by conducting a 1-month and an 18-month evaluation of elementary school students who had participated in an environmental science program at a community park in a Midwestern city. Concludes that students' memories were nonspecific and disassociated from…

Examined differences between adults and children and between normal and poor readers in use of phonemic coding strategies for storing words in working memory. Results suggest that ability to access syllable-internal phonemic structure is a necessary precursor to development of phonemic coding strategies for working memory, but use of that…

Assessed children's recall of injury and hospital treatment 2 years after injury. Found that children recalled injury details better than treatment. Amount recalled decreased only for hospital treatment details; accuracy decreased for both injury and treatment. An extra interview 1 year after injury helped only younger children recall hospital…

Argues that current approaches to modeling of concepts in bilingual memory privilege word representation at the expense of concept representation. Identifies four problems with the study of concepts in bilingual memory. (Author/VWL)

This article reviews the physiological constructs of memory development as they relate to a child's ability to recall accurately detailed accounts of sexual abuse. Counselors are provided with practical suggestions for increasing the reliability of child witnesses. (Contains 53 references.) (Author)

Two experiments, one with congenitally deaf and one with hearing individuals, investigated memory for serial order via Cued Speech (CS). Deaf individuals, but not hearing individuals experienced with CS, appeared to use the phonology of CS to support their recall. The recency effect was greater for hearing individuals provided with sound than for…

Our model of sentence comprehension includes at least grammatical processes important for structure-building, and executive resources such as working memory that support these grammatical processes. We hypothesized that a core network of brain regions supports grammatical processes, and that additional brain regions are activated depending on the…

Individuals often claim that they vividly remember information with negative emotional content. At least two types of information could lead to this sense of enhanced vividness: Information about the emotional item itself (e.g., the exact visual details of a snake) and information about the context in which the emotional item was encountered…

The aim of this study was to elucidate how prelingual deafness affects the ability to process written words. An experiment designed to reveal possible differences in the word-processing strategies and efficiency of a sample of prelingually deafened students (n = 18; mean grade = 5.1) and a task-matched hearing control group (n = 28; mean grade =…