Research identifies two interrelated memories--one that retains facts and symbols and one that retains motor and problem-solving skills. These and other findings challenge educators to determine what students should memorize, to help them move from random memorization to creating useful concepts, and to teach students to use memory in problem…

Types of comparisons for evaluation of mnemonics were identified based on equating exposure to the to-be-learned associations or on total study time. Experiments on the cueword method illustrated how highly analytical experiments on mnemonics might be conducted and how choice of comparisons in research could affect mnemonic evaluation. (Author/DWH)

The first purpose of this research was to study the effect of distraction on achievement and to clarify some discrepancies in research findings on the effect of response mode. (Author/RK)

If the hypothesis of selective rehearsal is used to account for the isolation effect, then the recall of isolated items will depend both on the serial position of the isolated item and on whether recall is immediate or delayed. (Author)

Memory for the spacing of two events was investigated in an incidental learning'' situation. (Author)

The determination of the extent to which generalizations derived from studies of rote verbal learning, particularly paired-associate learning applied to highly meaningful materials, was the focus of this study. It was found that discriminating tags to synonyms and antonyms permitting the application of appropriate transfer rules may be attached.…

Research supported by a grant from the U.S. Office of Education. (RS)

Study was carried out to examine the feasibility of identifying by a short test whether or not any particular profoundly deaf school child uses a speech code in short-term memory for verbal material. (Author)

Results indicate that the semantic constraints revealed by adult associative sentences used here are a functional part of the linguistic knowledge a 5-year-old child brings to the task of memorizing sentences. (Authors)

Essays written by 14-year-old pupils about a chemistry topic were analyzed for structure and process using ideal paradigms defined mathematically. The students' actual behaviors were then compared with the behavior expected had they used either a serial or a parallel processing strategy based on either a constructive or a reproductive memory.…

This article explains two techniques for helping students develop long-term memory skills and retain information taught in class. One technique relies on mental pictures to keep track of a numbered series of items; the other depends on key words derived from the material that must be memorized. (PP)

Results of two studies using the Esper paradigm to determine development of rule application and discovery are reported. Subjects learned and generalized when rule and structure were provided, but there was little evidence of rule discovery. Manipulations of memory and attention facilitated learning, but only attention facilitated rule discovery.…

The kind of semantic information that facilitates relearning was investigated. The paradigm consisted of three stages: (1) learn a list of number-word pairs; (2) return for a retention test; and (3) relearn a new list of pairs that have various kinds of semantic relatedness to the originally learned pairs. (Author/CTM)

Examines three misconceptions teachers and parents make about children and learning to spell: (1) learning to spell is based primarily on a child's knowledge of phonics, (2) learning to spell is a memorization process, and (3) children should not write if they cannot spell words correctly. (HTH)

Identifies strategies identified by psychologists as effective aids to long-term remembering, traces the relationship between memory skills and memory development, investigates metamemory, and suggests implications of memory development for the mentally handicapped. (Author/DB)