Identifies and summarizes important research in modern cognitive psychology that has implications for the design of computer drill and practice programs in education. Highlights include automaticity of subskills; interference present in a learning task; spacing of practice sessions; spaced review; capacity of short-term memory; and representation…

Describes a study undertaken to determine the effect of note taking on immediate recognition of lecture information in English by non-native speakers, to examine the influence of short-term memory on the encoding of lecture material into English, and to assess the effect of English proficiency on learning lecture material in English. (Author/VWL)

Preschool children were given a memory task that required repeating a list of animal names and a sentence imitation task. Results confirmed a relationship between word span and language imitation in younger preschool children and the notion of a memory constraint on early spontaneous language. Increasing mastery of linguistic rules appeared to…

Examined relationships among working memory, memory span, and reading skills in children and adults. Found that working memory and short-term memory skills develop through adolescence, but working memory skills show declines in adulthood. Age-related declines in memory appear to be related to the task's processing demands, which may affect the…

Illustrates some of the analytic tools and conventions associated with the construction and evaluation of dynamic models of the processes underlying learning, memory, and development. Describes a study finding that children may exhibit slower disintegration of verbatim memory traces than adults due to interference; however, adults may be more…

Forty-five gifted children, ages 11-17, were tested with the Stanford-Binet Intelligence Scale and the Woodcock-Johnson Tests of Achievement. Results indicated 18 of 20 correlations between the area and composite scores were significant. The Stanford-Binet Short-Term Memory standard age score mean was lower than other scores' means. (Author/JDD)

Discussed theories relating forgetting rates and age. Developed a theory and mathematical model for examining storage failure versus retrieval failure, true forgetting versus test-induced processes, and storage- versus retrieval-based reminiscence. A series of experiments studied these factors in children and seniors. (BC)

In a group of advanced student interpreters, recall of short stories after simultaneous interpretation from their first (L1) into their second (L2) language, and vice versa, was significantly worse than recall of similar stories after listening. Memory span for digits presented in L1 and L2 was significantly poorer following simultaneous…

The performance of 17 youth on a verbatim recall task indicated that skilled deaf readers are more able than average deaf readers to sustain a record of English function words and inflections. The relative speed of skilled readers when making lexical decisions about phonologically similar word pairs indicated greater access to phonological…

Used a variance-partitioning procedure to identify age-related and age-invariant components of verbal and spatial memory span in 6- to 12-year olds. Concluded that verbal and spatial short-term memory appear to rely on similar processes when serial recall is required and that development in span is closely tied to increases in processing speed.…

Examined persistence of sensory memory by studying developmental differences in recall of attended and ignored lists of digits for second-graders, fifth-graders, and adults. Found developmental increase in the persistence of memory only for the final item in an ignored list, which is the item for which sensory memory is thought to be the most…

Reports on a longitudinal study using the computer-based cognitive assessment system CoPS, and considers the applicability of this system in the early identification of cognitive strengths and limitations that affect the development of reading. Concludes that short-term memory is an important predictor variable for reading, in addition to the more…

The performance of 26 children (ages three through four) who were born before 32 weeks gestation was compared with the performance of 26 full-term children on a range of short-term memory and language measures. Preterm children scored more poorly across the full range of measures. One-third of the preterm children were identified as being "at…

This article reviews research on children with specific language impairment (SLI), a significant limitation in language ability in the absence of accompanying hearing impairments, low nonverbal intelligence, or neurological damage. Research is discussed on the heterogeneity of the children with SLI, diagnostic criteria for SLI, auditory…

Studied relations among children's short-term memory, working memory, inhibitory control, and arithmetic word-problem solving. Found that poor problem solvers had lower scores and made more intrusion errors in working memory tasks requiring inhibition of irrelevant information than good problem solvers. Findings indicated that performance relates…