Investigated the serial recall strategies of 96 children aged 5-8 years by applying a theoretical and methodological approach originally developed to investigate preschoolers' arithmetic strategies. Results indicated the use of multiple approaches for serial recall and adaptive strategy choices. (RJC)

Several measures of sensitivity (unbiased retention) and response bias are described and evaluated in terms of their applicability to the probe-type serial memory task. Suggestions are made regarding the major factors that should be considered when selecting an index for one's data. (Author/GO)

Tasks administered to sixty females 60-120 months of age show that it is possible to test for Piagetian logic by using problems structured in a social context and also suggest that the order of acquisition of logical operations with social stimuli is consistent with the order which has been established with the use of physical stimuli. (Author/CS)

Electrical brain activity (EEG) was recorded while 13 male and 11 female college students performed a series of recognition and memory tasks. The subjects were right-handed and between 21 and 42 years old. The selected tasks varied in cognitive load from simple recognition of a word flashed on a computer screen to relatively complex serial and…

One of the most typical ways in which people learn is by inferring general rules from examples. In recent years, significant progress has been made toward understanding how learning from examples can occur, determining when it does occur, and identifying conditions that promote it. This paper reviews these results and then suggests a program of…

By comparing a retarded reader's performance on paired associate and serial learning, results are expected to show the differences in types of learning problems. (Author/DEP)

Reviews psychometric and experimental studies of performance differences on serial memory tasks between skilled and less skilled readers. Offers basic criticisms of the psychometric approach and discusses the experimental research within the context of a general model of short term memory. (AA)

Effects of action content and verbal codability of stimulus pictures, parental occupational status and verbal intelligence upon nonverbal serial recall were investigated in white first graders. (Author/SB)

With a serial-recall procedure the last few items are better recalled following auditory as opposed to visual presentation. The present study investigated the locus of this modality effect. (Editor)

Results indicate that when subjects are given explicit instructions as to the interlist relationship and when the transfer list is presented at a relatively slow rate, both positive and negative transfer effects may be obtained in the serial/paired-associate paradigm. (Author)

Results of these five experiments span serial pattern learning, perception of sequential patterns, and coordinated motor skill. (Authors/CB)