A study of 27 British children (ages 5-19) with Down syndrome investigated the effects of using a memory training program at schools for children with severe learning difficulties. Results found a small but significant improvement in memory spans for children who were trained by teachers or teaching assistants.(Author/CR)

Maintains that Demetriou and his colleagues' project shows how developmental scientists can assess concepts from multiple frameworks and relate them through explicit modeling and targeted research to build explanations powerfully grounded in data and theory. Presents doubts related to specific conclusions because of issues related to the design of…

A study investigated temporal resolution of auditory perception (TRAP), verbal working memory, and speech perception in 15 children with language impairment and 99 controls. No deficits in TRAP were found in the subjects and thresholds were similar. There were significant differences in performance on speech perception and verbal working memory.…

Reflects on a personal experience that occurred when listening to a Holocaust survivor informally speak. Discusses the importance of teaching about the Holocaust to promote understanding and collective remembrance about this historical event. Addresses the reasons why remembering the Holocaust is vital. (CMK)

Presents a taxonomy and a rationale for measuring three domains of online search competence--affective, cognitive, and sensorimotor. Implications for bibliographic instruction are explored, including the desirability of teaching users affective skills that will permit them to acquire the complex cognitive skills required to conduct more…

The communication skills of 8 children (ages 4 to 9) with Fetal Alcohol Syndrome FAS) were assessed and compared with non-FAS children matched for ethnic background, living situation, and nonverbal cognitive ability. FAS children showed abnormalities of the speech mechanism and inconsistent articulation, comprehension, and grammatical abilities.…

Discussed are the results of a study which suggests that people remember more mathematics and other high school material when learning occurs spaced out over several years and when each subsequent session involves broader applications of previously learned information. Highlights of this study and related studies are presented. (CW)

A traditional cued recall task and an item recognition priming paradigm were used to assess the locus of associative memory difficulties in learning-disabled children. Results for 24 learning-disabled and 24 nondisabled sixth graders are discussed within the explicit and implicit memory framework of P. Graf and D. L. Schacter (1985). (TJH)

Discusses the organization and retrieval of information. Describes the tip-of-the-tongue state during mathematics problem solving. Provides five rules for a deep level of processing of new concepts. (YP)

New vocabulary was taught to 147 college students, in two experiments, by 1 of 3 methods: keyword, semantic context, and no-strategy control. There was no evidence that keyword-mediated gains on learning vocabulary-associated definitions were obtained at the expense of acquisition of other information. Applications for instruction are discussed.…

Presents data which dispels the idea that a shared cultural memory and historical consciousness should be linked. Points out the need to uncouple indoctrination and education. Urges a more thorough understanding of collective cultural memory as a means of helping students understand the process of history. (KO)

Evaluated contributions of age, presentation modality, task demand, and content structure to prose recall variation among adults. Tested 60 young and 60 older adults for recall of ideas in 641-word prose passage. Found recall for total number of idea units was significantly lower for older participants and for auditory presentation across both age…

Examines the psychology of learning and its application to work in the laboratory. States that the working memory capacity of students is limited; therefore the amount of information they can process needs to be controlled and "recipe following" in the laboratory is perfectly reasonable. (RT)

Examines the effect of verbalization on the formation and retention of mental images in children in kindergarten, first, and fifth grades. Reports no self-generated verbalization effect with gender or ability level and no retention effect. (Author)

Younger (N=24) and older subjects (N=24) generated one or three properties to set of 40 nouns. Subjects received incidental recall test immediately after, 1 week after, or 3 weeks after generation. Younger subjects recalled more nouns than did older subjects in all conditions, although both age groups exhibited high immediate recall. (Author/ ABL)