First and fifth graders' incidental free and cued recall were tested after an orienting task in which semantic and acoustic encoding were constrained for different words by requiring the children to answer questions about either the words' meanings or sounds. (Author/JMB)

Two experiments investigate the changes in the accuracy of children's cognitive maps of a large-scale environment that occur as a function of specific and repeated experience. Subjects were 20 boys and girls of three grade levels: kindergarten, second and fifth grades. (MP)

One version, by Lockhart, Craik, and Jacoby, of a levels-of-processing model of memory asserts the importance of the role of expectancies about forthcoming information in determining the elaborateness of a memory trace. Confirmed expectancies result in less-elaborated memory traces; disconfirmed expectancies result in elaborate memory traces.…

Three experiments are described in which the qualitative nature of memorial processing was manipulated at both input (encoding) and output (retrieval). As in earlier research, it was found that retention levels were highest when the same type of information was used as a retrieval cue. Concludes that the notions of encoding specificity and depth…

Organization theory emphasizes groupings of items on the basis of a variety of characteristics, and the role of the learner as an active processor or encoder of information. Research on organization theory as it is applied to memory and recall of prose is reviewed here. (BW)

Experiments are described in which students listened to messages describing the placements of numbers in imaginable matrices. Recall was tested by having students write in the correct cells of a blank matrix. Results appear consistent with a modified level of processing approach. (Author/RM)

In this study, third and sixth graders were tested in a recognition memory task with short lists of items from either one or two categories to investigate the influence of categorical information on retrieval processes. (Author/SB)

Concludes that the significant difference found between responses made to displayed drawings and those made to models suggests that, independently of the complexity of stimulus, encoding will not influence responses if the very economical process of simple coding can be used. (Author/AM)

The relative effectiveness of semantic and structural retrieval cues was examined in men of three age groups: Group 1 (aged 20-39), Group 2 (aged 40-59), and Group 3 (aged 60-80). (Author/JMB)

Three experiments are reported on behavioral inference in children of 3 to 5 years of age. In each experiment the children learned two separate sequences of behavior which they were required to put together in the final test stage in order to obtain a reward. (MS)

The General Strategies Hypothesis and the Strategy-deficiency Hypothesis are discussed in relation to conclusions made by Symposium participants. A contrast emerges between Borkowski, et. al.'s embrace of the Strategy-deficiency Hypothesis and Turnure's dissatisfaction with it. (LMO)

Based on a review of the literature on hyperlexia (better described as hermetic reading), and often associated with autism, a theory is proposed suggesting that such reading arises from a dysfunctional procedural memory system and a disconnected though functional declarative memory system. (Author/DB)

Correlational results involving 60 developmentally handicaped adults indicated that a computerized cross-modal memory game had a highly significant relationship with most cognitive and motor coordination measures. Computer aided training was not effective in improving overall cognitive functioning. There was no evidence of cognitive skills being…

Results of three experiments suggest that groups of schizophrenic, younger normal, and older normal children used a serial information-processing strategy while performing on a partial report version of a span of apprehension task. Impairment of schizophrenic children on the partial report versions seemed to reflect inefficiencies in the…

Reports that both learning-disabled (LD) and non-learning-disabled (NORM) children recalled disproportionately more adjacent words than semantically related or spaced words in a free recall task. Spaced words were less likely to be recalled by the younger children and by the LDs. NORMs' recalls were governed by purposive semantic processing to a…