Examined two hypotheses that might account for episodic-recall differences in preschool children: (1) young children's differential tendencies to attend to and interact with presented stimuli account for verbal free-recall differences, and (2) improvements in episodic-recall memory are knowledge-dependent among preschool children. (Author/DB)

Research regarding cognitive strategies instruction is reviewed and implications for its use with mildly handicapped learners considered. Approaches to enhance performance in memory and attention; academic learning (mathematics, written language, and reading comprehension); and studying content material are described. (CL)

This study investigated children's developmental differences in adopting a clustering strategy while studying items for later recall. The central focus was on developmental differences in the efficient use of study strategies, rather than clustering in recall per se. Twenty-four third- and fifth-graders and 12 college students were given a series…

Considers the role that students' approaches to learning play in summarizing text and learning from summarization. Discusses studies of two forms of summarization, one with the text available and one with the text removed after reading but before summarization. Reports that text-absent summarization facilitates deeper processing for students who…

Available from: Ablex Publishing Corporation, 355 Chestnut Street, Norwood, New Jersey 07648. Two groups (high and low functioning) of educable mentally handicapped children consisting of 70 Ss' average age 127 months' were tested for strategies in their approach to memory and problem solving tasks and for their responsiveness to strategy…

A treatment designed to familiarize third graders with memory support strategies was delivered by parents. Results showed a complex pattern of effects, with treated students and classes significantly outperforming controls. Stable class-level Aptitude X Treatment interactions were also found. (Author/GDC)