Studied age-related differences in the effectiveness of structural and semantic memory cues in 54 adults. Results showed semantic cues improved recall most effectively at all three adult age levels; structural cues produced intermediate levels of recall facilitation. Increases in age and presentation rate did not reduce semantic cue effectiveness.…

A total of 45 boys in age groups corresponding to kindergarten, third grade, and sixth grade learned a 40-centimeter linear arm movement without the aid of vision. In each age group, 15 attempted to reproduce the movement using either distance, location, or distance plus location cues. (Author/RH)

Four aspects of the study of mnemonic devices are discussed: (1) justification for research; (2) classification of common mnemonic devices; (3) description of properties of effective cognitive cuing structures; and (4) discussion of methodological problems in past research. Also included is a description of the recent history of research on…

Cued recall of items sharing a common property was compared to recall of items sharing no property. The latter were better recalled, but the former were recalled no better when cued by their unique property than by their shared property. (Author/PN)

This study examined the utility of intact and embedded headings as processing aids with nonnarrative text. College students provided with text containing intact and embedded headings outperformed students whose text did not contain these processing aids, especially at delayed testing. Implications of these results and future research issues are…

Reports two studies demonstrating the ability of nonverbal contextual cues to act as retrieval mechanisms for co-occurring language. Suggests that visual contextual cues, such as speech primacy and motor primacy gestures, can access linguistic target information. Motor primacy cues are shown to act as stronger retrieval cues. (JMF)

The visual short-term cued recall memory of 8-, 12-, and 16-month-olds was assessed in two experiments using an operant indirect delayed-reaction procedure. In each experiment, 12- and 16-month olds performed better than chance, whereas 8-month-old infants did not. (Author/DB)

Examines the role of affect in children's attribution of intentionality and dispensation of punishment. Subjects were 12 boys and 12 girls at each of three grade levels: kindergarten and first and second grades. (CM)

Describes an experiment in which a subject spent more than 230 hours of practice in a laboratory and was able to increase his memory span from 7 to 79 digits. The results suggest that practice with an appropriate mnemonic system can increase memory performance. (Author/SA)

Results suggested that the provision of constraining retrieval cues may have encouraged Ss to adopt a passive role in list learning, a tendency that proved to be detrimental to subsequent uncued list processing. (Author)

Black and White preadolescents rated ambiguously aggressive behaviors (AABs) as more mean and threatening when perpetrators were Black. Ratings of personal characteristics were generally determined by individual behavior, not by stereotypes. Blacks were rated as stronger than Whites. Whites tended to read threat into AABs and assume perpetrators…

A media package for group instruction in computer operations for deaf students is described. The package includes slides, captions stored on a filmstrip, and an illustrated workbook. The approach is explained to provide high flexibility at relatively low cost.

An approach to ameliorate social perception deficits in learning disabled children is described. Based on task analysis and diagnosis and prescription, the approach is seen to cover four stages in teaching nonverbal communication skills: discrimination of specific social cues (body language), understanding of the social meanings of such cues,…

A study of 8 preschoolers with word-finding deficits and 16 preschoolers with normal word-finding abilities examined the effects of priming on naming accuracy. Results indicated the preschoolers with word-finding deficits were unable to name as well as the other children when given primes as retrieval cues. (CR)

Examined whether preschool-age experts (with task experience) would spontaneously assist novices (without task experience) when working in pairs on constructing a house with blocks. Found that experts were more likely to provide nonverbal assistance than verbal assistance, with modeling how to combine blocks being most frequent. The most frequent…