Two studies investigated (1) the ability of learning disabled children to perform tasks that specifically demand the recognition and production of main-idea statements, and (2) their ability to detect an inappropriate sentence in a paragraph. (PN)

Reports on a study designed to show that Tulving's theory of encoding specificity and Bahrick's theory of associative continuity are not contradictory, rather complementary. (CLK)

This article describes an experiment which explores the relationship between the interval between the two occurrences of the repeated item to be recalled and the memory for the repeated item, and argues that both spacing and lag effects are dependent upon factors associated with study-phase retrieval. (CLK)

Represents a more complete test of Glanzer's model of memory than has been provided to date in that the overt rehearsal data offer a means of assessing whether subjects reorganize phonemically related items in short-term store. (Author/RK)

Two experiments examined factors underlying false alarms on recognition tests when the elements of the test items were presented alone for study at different points in time, and when the elements were parts of different 2-element units during study. (Editor)

Past research has distinguished between two alternative representational systems that are used in perceptual learning--distinctive features and schemas. This study examines the influence of short-term memory on the initial utility of these systems and the influence of long-term memory on retention of these forms of learning. (Editor)

Three experiments studied the effect of amount and type of concurrent memory load on the rate of readout from iconic memory. (Editor)

One of four International Reading Association award-winning dissertations from 1975. (RB)

Developmental changes in memory organization based on synonym and antonym relationships were examined in three experiments. Subjects were 64 second graders and 64 sixth graders. Some inadequacies of a false recognition paradigm for developmental research are identified and some alternative analyses are proposed. (Author/JH)

Children, ages 7-8 and 11-12, were asked to represent pairs of nouns in memory as a single interactive image, as two separate images, or by a control procedure; and then were tested either by cued or noncued recall. Results were interpreted as supporting an imagery-organization hypothesis. (Author/SB)

Seventy kindergarten children learned to order 12 objects that were well known and either unrelated or categorizable into well-known categories. Free recall was assessed. Results indicated the children used category membership both to learn and to recall the items. (Author/SB)

This study investigated whether students' memory retention rate improved when they were provided with blue ink printed material. A pretest, treatment, posttest with control group design was used. The participants were 93 10th and 11th grade students in algebra and geometry courses, and there were 2 classes in each course. The treatment lasted for…

This paper proposes that there are some students who understand mathematics but just can't remember the rules to use it, and others who have accurate rote memory but can't apply the facts they know or do not understand the concepts behind them. The guided discovery approach to teaching mathematics is introduced. This approach promotes a system of…

This book presents information to help teachers turn research on brain function into practical classroom activities and lessons, offering: brain facts; information on how the brain processes information; tips on maximizing retention; an information processing model that reflects new terminology regarding the memory systems; new research on how the…