A teacher reports that during the process of writing a novel, he saw the creative link connecting language, image, and detail. He generated details from the images and language that preceded them. The initial envisioning often flickered erratically until he had generated enough language to place himself in a detailed scene. He has found that in…

Spelling programs will be most effective if centered around high frequency lists and incorporate an efficient teaching method with an effective learning procedure. (JH)

Many students in public speaking classes have trouble finding topics and material that will support their ideas effectively. Too often students have a conceptual emphasis, substituting lengthy explanations about their ideas, in place of images, metaphors, and specific details of carefully observed events that make ideas vivid and meaningful. A…

Recent research has demonstrated that spatial memory in young and elderly adults depends upon the context in which items to be remembered are placed. Contexts in which cues to location are distinctive and heterogeneous have been found to be associated with better object location memory for both age groups. In this study, the relative contributions…

This guide summarizes the information and techniques presented on an audiotape designed to teach students to use the keyword method to memorize new words. First, introductory comments provide a rationale for the development of the materials and a discussion of their use at Lane Community College. Next, a summary is provided of the key word method,…

Enhanced self-attitudes following a psychotherapeutic encounter almost always serve as an indicator of therapy success. In an attempt to enhance self-attitudes through the use of positive mental imagery, undergraduate students (N=72), divided into 4 groups, participated in 4 experimental sessions. The experimental groups imagined themselves…

Of 108 7- to 13-year-old children having reading problems with no obvious cause, 54 children with any prior or current condition indicative of predisposition to learning problems were eliminated, leaving a sample of 5 boys and one girl. (Author/MC)

The study investigated whether the recall of prose passages could be improved in a group of 30 learning disabled (LD) junior high students by training them to use visual imagery when they read. Students in an imagery training group received 30 minutes of instruction in using visual imagery to recall what they had read; students in a paraphrase…

Two learning strategies, visual imagery and self questioning, designed to increase reading comprehension were taught to six learning disabled (LD) secondary students. The Visual Imagery Strategy required the student to read a passage and to create visual images representative of the content; while the Self Questioning Strategy taught the student…

This paper examines knowledge of studying--knowing how and when to apply study strategies. Study strategies may be classified into three categories: memory strategies, comprehension strategies, and problem-solving strategies. Memory-study strategies help students remember what they study. Five attributes often characterize memory strategies:…

This teacher training module classifies visual channel problems into the following four main areas: visual perception, revisualization (memory), visual-motor (eye-hand coordination), and ocular-motor tasks. Specific deficits are listed under these main headings, behaviors are given to help identify the problem, and ways to improve the condition…

Visualizing relationships in the form of story maps, flow charts or time lines is a creative way of recording ideas. (JH)

Attempts to identify specific components of a complex associative task, foreign language vocabulary learning, that might be particularly sensitive to developmental differences in imagery generation ability. Subjects were 95 second grade children enrolled in four schools and 90 sixth grade children enrolled in two of these same schools. (Author/MP)

Attempts to measure the involvement of an active memory process in the storage of the memory stimulus and to determine if such involvement is necessary for obtaining a Posner effect, which suggest that visual memory is not damaged by distractor tasks. (Author/RK)

Presents students' drawings that resulted from a discussion of literary works and their illustrations. (RL)