Training in memory span-estimation for two age groups of educable mentally retarded children was administered to assess whether such training could lead to long-term improvement in the younger children's knowledge concerning their memory limitations. (SB)

Explored post-visit recall of medication regimens and lifestyle recommendations among 83 elderly clinic patients. Found recall problematic: average patient failed to recall 46 percent of medications. Of 42 patients receiving lifestyle recommendations, 52 percent failed to recall them. Patterns of communication during visits were more strongly…

The four BASIC programs described can be used to control experiments and facilitate classroom demonstrations and laboratory exercises in human memory, operant behavior, and visual discrimination. (RM)

Data suggesting that different brain circuits may underlie different forms of learning and memory are reviewed. Several current theories of learning and memory with respect to hippocampal and other brain circuit involvement are considered. (PCB)

Investigated the role of memory development, especially the developmental change in reported general and specific memories, in children's and adults' concepts of themselves. The proportion of general responses was found to be high and stable across all ages; the proportion of specific responses increased with age. (PCB)

Effects of the importance of plot-relevant information on 4- to 6-year-old children's memory for four televised stories was examined in two experiments. Free recall and cued recall of idea units rated for importance by college students were assessed. Recognition following failed cued recall was also assessed. (Author/BN)

Ten normal and ten learning disabled children were asked to provide strategies for hypothetical memory tasks and to evaluate those strategies subsequent to learning of the hypothetical outcomes. The groups did not differ in strategies selected but did differ in how they evaluated the effectiveness of the strategies used. (Author/DB)

A study investigating the maintenance of a memory strategy after training indicated that one factor influencing preschool children's strategy maintenance was the size of the improvement on recall performance that the strategy produced. A second study showed that size of improvement did not influence strategy transfer. (RH)

The article outlines an approach to memory remediation that attempts to teach memory-impaired patients domain-specific knowledge relevant to their everyday functioning. Studies support the use of a training technique, the method of vanishing cues, in the successful generalization to the workplace of knowledge acquired in the laboratory. (DB)

Used four experiments to examine retrieval access and item-by-item search processes and strategies in the cued recall of children in grades 3 and 6, and of adults. Results suggested that retrieval access is a problem for young children and contributes strongly to developmental increases in recall. Adults used retrieval strategies, although search…

Four experiments examined the contribution of item-by-item retrieval search processes to developmental differences in cued recall. Results indicated that developmental cued recall differences remained even when access, constraint, search object, and knowledge base problems were controlled or minimized. (SKC)

In two experiments, 168 subjects aged 8-22 years performed visual search and memory search tasks (experiment 1) or memory search, mental rotation, analogical reasoning, and mental addition tasks (experiment 2). Increases with age in speeds of visual and memory search were described well by exponential functions. (SKC)

Examined changes in attitudes of 56 fifth grade students toward products, recall of product information, and the relationship between attitudes and recall. Found better recall for immediate rather than delayed testing. Attitudes remained relatively stable. (SKC)

Study of relationships among divergent thinking, metamemory, achievement, and Intelligence Quotient (IQ) in gifted fifth- and sixth-graders (N=98) found that metamemory was related to both divergent thinking and achievement, suggesting that metamemory is independent from, yet essential for, convergent and divergent thinking which may underlie…