Popular and applied business literature related to self-improvement is reviewed in this working paper, one of eight which provide background information for the staff of the Skills Essential to Learning Television Project (a multi-level series of video and print resources for classroom use). A review of theories of time management in section I…

When teaching a lesson, do students remember the information the next day? The next week? Will they retain that information long enough to use it on a high-stakes test and, most importantly, will they retain it well enough to make use of it in their lives beyond school? "How to Teach So Students Remember" offers seven steps to increase students'…

Discusses how treatment of memory disorders resulting from traumatic brain injury must extend beyond intervention strategies focusing on deficit reduction to embrace models centering on disability reduction. Disability oriented approaches that emphasize rehearsal and encoding strategies and the use of memory aids are described. (Author/CR)

Discusses strategies designed to improve elementary school children's memory and comprehension of text. The strategies include summarization, representation, mnemonic imagery, story grammar, question generation, question answering, and prior knowledge activation. (RJC)

Perception, problem solving, and memory provide the focus of an applied learning techniques/study skills course offered at Marist College (Poughkeepsie, New York). The unit on perception provides a discussion of the dynamics of verbal and nonverbal communication and suggests specific strategies to improve these functions. The student learns when,…

Discusses how laughter and joke-telling can be channeled in such a way as to enhance second language teaching. In addition, it is suggested that jokes can act as a dynamic in overcoming problems (such as lassitude) that arise in situations involving group work. (SL)

Noting current brain development research, this book offers simple, straightforward ways to boost children's brain power with active exploration, repetition, sensory exploration, laughter, and more. The chapters describe how and why the brain develops and explain how parents can give their children the best foundation for future learning.…

The second edition of this guide to assistive technology for memory and organization is intended for professionals working with people who have learning disabilities, attention deficit disorders, neurological conditions, and psychological problems. It contains expanded and new appendices as well as new information about free Internet resources,…

Reviews concepts proposed by researchers in linguistics, psychology, philosophy, and artificial intelligence, who have applied their knowledge and skills to the study of human information processing--i.e., memory content, storage, encoding, and retrieval. Guidelines derived from theory for use by instructional designers and subject specialists in…

Five impediments to accurate clinical judgment are discussed: inability to assess covariation, influence of preconceived notions, lack of awareness of one's judgmental processes, overconfidence, and hindsight bias. Presents three strategies to minimize impediments' effects: considera- tion of alternative outcomes, increased attention to data, and…

Informal practitioner designed materials and activities, such as audiovisuals and word games, for training auditory attention and memory span in young language impaired children are described. (PHR)

This article examines the role of capacity limitations in working memory for children with specific language impairment (SLI). Preliminary findings support the contention that capacity constraints play a role in language disorders and that variations in the presentation rate of linguistic models affect the ability of children with SLI to learn new…

This article finds that two aspects of phonological working memory, phonological coding and phonological recoding, appear to be important elements in the relationship between phonological working memory and phonological awareness. It suggests an approach to training in phonological awareness and reports an intervention study in which phonological…

Short-term memory deficits are examined as precursors of learning disabilities in early childhood. The theories of Jean Piaget, Robbie Case, and Joseph Torgesen are reviewed to construct a theoretical framework. Supportive experimental studies are described, followed by implications for remediation and intervention. (Author/JDD)

This article examines ways in which intuitive understandings may help teachers in developing the thinking of pupils with autism. The article suggests that, by working toward students' development of an autobiographical memory, it may be possible for them to establish an awareness of their own role as a problem solver. (JDD)