An experiment was carried out to study the processes of linguistic memory. Subjects were asked to read aloud brief prose passages and repeat what they had read. The "deviations" from the original passages were analyzed to determine the time of the deviation, during decoding or recall. (Text is in Italian.) (CFM)

A technique that can be used to study the effects of low-level, rote, repetitive (Type I) rehearsal is introduced and validated. The technique is then used to investigate the relationship between the amount of Type I rehearsal and recognition memory performance. (Author/RM)

Two experiments examined preschoolers' visual and verbal coding processes in a pictorial short-term memory task. Results of both experiments indicated that high visual similarity had a deleterious effect on recall accuracy regardless of the verbal codability of the stimuli. (Author/JMB)

A prose retention study of 12-year-old students indicated that recall is greater for main details than for elaborations. Results are discussed in terms of models of the storage of the story and thematic materials in memory. (Author/DB)

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)

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)

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)

Decisions assume some level of interdependency between knowledge and know-how, these being distinct realities. Knowledge refers to the understanding one has of a phenomenon while know-how refers to one's capability of actions on a phenomenon. Information can be related to decision only by transforming data which is held in a semiotic memory into…

Memory-based searching was compared in 15 developmentally delayed and 24 normal two-year-olds. In a relatively easy memory task, individual differences were minimal, but searching for a plausible alternative location based on memory revealed marked individual differences and an important difference in the cognitive functioning of the delayed…

Examines the role that memory plays in the understanding of mathematics. Areas discussed include: retention research; memory and teaching; structure and organization in memory; and transformations in memory. Relevant research and implications for instruction are addressed. (JN)

Five studies were carried out to analyze role of short-term storage in reading of organized text. By interrupting the subject's reading with a distractor task, information that was being carried in short-term storage was removed. It was found that this interruption effect could be countered by giving the subject the last one or two sentences that…

The relationship between forward and backward digit span and basic cognitive processes was examined. Subjects were administered measures of sequential processing, simultaneous processing, and planning. Correlational analyses indicated the serial processing character of forward digit span, and the relationship between backward digit span and…

Outlines a proposed model for understanding the human information processing system, which is conceptualized in terms of three interrelated major elements--executive, working, and long-term memory--with emphasis on the structure of long-term memory. Thirty-one references are listed. (MBR)

When asked to construct, from memory, the spatial layout of a large scale area, kindergarteners and third graders placed objects more accurately when they had been presented a story connecting the objects than when no story had been presented. (RH)

Suggests that even the youngest children use systematic strategies in ordering the elements of a story based on causal and temporal relationships. (FL)