This study assessed the role of parental teaching in improving children's memory skills. Subjects were 32 parent couples, each with a 3- or 4-year-old child. Teaching sessions consisted of each parent helping his or her child memorize a 20-item set of pictures of familiar objects for a free-recall task. Verbal communications of each parent were…

This study tested the ability of two semantic-memory models, feature-comparison and network, to explain differences in information processing times. The feature-comparison model assumes that an item's meaning is held in semantic memory as a set of characteristic and defining features, while the network model assumes that semantic memory is…

This document discusses how the organization of instruction influences the encoding and structuring of new material in the memory and the subsequent transfer of such information to novel situations. A theory of instruction for problem solving that considers relevant cognitive variables and that specifies the conditions for productive learning is…

The first section of this report reviews traditional memory studies, which have provided much of our information concerning memory development. Major strengths and weaknesses of memory-development studies are illustrated by comparison with recent research into children's problem-solving skills. The report concentrates on one area of general…

Describes an experiment designed to test predictions derived from a model of recognition memory that assumes no retrieval processes. It is argued that context effects do not necessarily imply retrieval processes in recognition. (Author/AM)

A Bayesian statistical procedure separating storage from retrieval was used to study development and release of proactive interference in the Brown-Peterson paradigm. A theory of PI is developed stressing response competition at test time and interference in transfer between short- and long-term memory. (CHK)

This study was designed to analyze developmental differences in the rehearsal strategies of 60 subjects of three age groups. Data revealed significant age differences in recall. Fifth and eighth graders tended to repeat stimulus words immediately after presentation while adults tended to reenter items for additional rehearsal. (LLK)

Reviews recent research on simultaneous interpretation and discusses a psycholinguistic model as one way of describing certain aspects of the interpreter's on-the-job performance. (AM)

Experiments were done for comprehension and recall using short English texts with a controlled number of words and propositions but differing in the number of word concepts in the text base. Reading time was longer and recall less for texts with more word concepts. (SC)

An experiment contrasted the predictions of two explanations of the cognitive review process of the post-passage adjunct question paradigm. The questions presented to 104 college students quizzed either information high in the organizational structure of the expository prose passage or information low in the structure. The top-down-search…

In a study of individual differences in long-term memory access, university undergraduates verified (1) whether an item was a member of a category; (2) whether two items belonged in the same category; and (3) whether two words had the same name. Reaction times from these tasks were correlated with verbal ability, as measured by performance on a…

The cognitive input organization skill of clustering and its effect on recall were examined in 235 normal, learning disabled, and educable mentally retarded children within three mental age (MA) ranges (5 to 7 years, 7 to 9 years, and 9 to 11 years). Ss were assigned randomly to three conditions testing the effect of different levels of…

Sex differences in memory for human faces is reviewed. It is found that research evidence to date is not conclusive, but where differences exist they favor female superiority over males in facial memory. In particular, evidence is cited to suggest that females are reliably superior to males in their recognition memory for other females. This is…

This study of children's memory was intended to: (1) extend a set of procedures used to study levels of processing in the memory of adults, and (2) study the development of the dynamic memory system unencumbered by developmentally influenced strategies in the areas of metamemory, encoding, organization and storage, and retrieval. Ninety-six…