The implementation of artificial intelligence (AI) tools has revolutionized language education. For teachers and students, it provides more options for personalized learning that can be utilized inside or outside of the classroom with real-time feedback. While AI has been pivotal in making language education accessible for students, including…

Executive function (EF) skills are the attention-regulation skills that make it possible to sustain attention, keep goals and information in mind, refrain from responding immediately, resist distraction, tolerate frustration, consider the consequences of different behaviors, reflect on past experiences, and plan for the future. As EF research…

Theory about listening has been strongly affected by methodological orientations and institutional pressures. It would help if researchers spent more time on the objects of study rather than method. Traditional listening research has confused listening with general cognitive abilities, such as IQ. Studying listening as memory is a tempting…

Infants exposed to a set of artificially-created face stimuli having distinct mean and modal prototypes showed a pattern of behavior predicted by category abstraction models. Infants appeared to abstract, at the time of learning, a feature-count summary of the category displayed. (Author/RH)

Study looks at whether spatial memory is automatic by examining the effects of intentionality and attention to contextual organization in spatial memory. The pattern of results demonstrated that reconstruction was enhanced by intentionality or by the goal-relevant activity of attending to contextual spatial relations. (Author/RWB)

Investigates the nature of and changes in early memory demands and assesses the relationship between memory demands and memory performance among 10 children 30 and 42 months old and their mothers. Results suggested that mothers' memory demands have an impact on children's memory performance--providing at least partial support for Vygotsky's…

The role of variation as a determinant of infant categorical responding was investigated in three studies of infants 7 to 7 1/2 months of age. Sixty-three infants, divided into groups of 21 each, were habituated to color slide poses of either one, two, or six different adult female faces. Their responses to a novel pose of a familiar face and a…

To explore the effects of depression and learned helplessness on cognitive task deficits, 66 community-residing elderly adults were categorized as depressed or nondepressed based on Beck Depression Inventory scores. After a pre-test battery measuring short-term memory and components of crystallized/fluid intelligence, the subjects responded to a…

While six- and nine-year-olds were as good as adults in distinguishing what they did from what they saw someone else do, children had particular trouble across a range of actions in distinguishing actual from imagined doing. All subjects recalled actions according to performer; organization by person categories reduced clustering based on action…

The study provides descriptive data on use of the Woodcock-Johnson Tests of Cognitive Ability with 39 adults with closed head injury. Correlational analyses indicated significant relationships between coma duration and performance on the Perceptual Speed and Memory clusters of the test. Time since injury did not correlate with test results.…

To learn about teachers' conceptualization of memory strategy use, memory knowledge, and developmental changes in these skills, investigators administered a questionnaire to 59 teachers of children in kindergarten through sixth grades. The questionnaire included sections on strategy use, metamemory skills, and memory monitoring and control…

Studied the influence of intelligence, self-concept, and causal attributions on metamemory and the metamemory-memory behavior relationship in elementary school children. Results indicated that intelligence had an impact on metamemory in all age groups; and that metamemory remains an important predictor of memory behavior. (Author/RWB)

Reports the use of a memory load-interference paradigm and the easy-to-hard paradigm as converging operations to study capacity limitations in five- to six-year-old's reasoning. Concludes that transitive inference ability in children is capacity limited. (HOD)

A study investigated developments in reasoning and memory as reflected by the discovery strategies of children taking part in a manipulative categorization and recall task. A total of 40 children (8 each of 18, 24, 30, 36, and 42 months of age) participated. Stimulus materials consisting of blocks, toy plates, discs, and plastic trees were…

To examine selective memorization in a scene context in which the expectancy of items was manipulated, preschool children, young adults, and older adults viewed a series of familiar scenes and were asked to remember one item from each. Results for children contrasted with the typical result of selective memorization research. (Author/RH)