Experiments are reported in which semantically interrelating sentences were presented to subjects as discrete items, and inference tests were given to measure the degree to which the similar information had been stored in the same memory system. Results suggest that verbal information is sometimes encoded into an episodic system. (Author/RM)

The relation between individual differences in verbal ability and memory for order was investigated. Results indicated that (1) order and item information may be retained separately; (2) verbal ability is related to short-term recall but not recognition of order; and (3) transformation of order at output increases the relation. (Author/RD)

Recent research is reviewed demonstrating positive effects of bilingualism on cognitive development, some explanation of this research are given, and an interpretation is offered bearing on the variability of memory codes in bilinguals. Results of a study dealing with memory codes are presented and discussed. (Text is in French.) (AMH)

Significant differences were found between teacher emphasis of the memory and application levels of Bloom's Taxonomy and pupil achievement at those levels. At the memory level, differences in achievement were probably not due to differences in ability. At the application level, differences in pupil achievement may be due to ability, not teacher…

In a synthesis of concepts from communication, comprehension, and socialization of intelligence, it is suggested that strategy adoption is dependent on the prior learning of the "situated meaning" for tasks requiring the use of memory strategies. In this view, strategy deficiencies in the mentally retarded arise from an impoverished learning…

Examines (in two experiments) the effects of schematic and proposition-specific processing on long term story memory. Determines that recall of idea units was an additive function of the idea's importance. Finds that both proposition-specific and schema-related processing are important for long-term retention of narrative prose. (SKC)

Addresses implications drawn from contemporary research in cognitive psychology which deal with the impact of nonconscious mental structures and processes on an individual's experience, thought, and action. Discusses the information-processing perspective, automatic processes, subliminal perception, implicit memory, hypnotic alterations, and the…

Investigated relationships among metamemory, memory behavior, and memory performance of children aged 4 to 6 in two experiments. Results indicated an increase in preschoolers' ability to establish relationships between cues and targets even if these were not highly associated. (RWB)

Extends and replicates the 1948 Soviet study by Istomina that examined the age at which children use deliberate strategies to aid recall and the effect that task context has on remembering. Subjects were 3- to 7-year-old children. Istomina's results were not replicated in this study. (HOD)

A model of how the human cognitive system operates in its natural social context is presented. The model focuses on both input and output variables that have been ignored in the development of most other cognitive theories. Unique predictions of the model and empirical evidence bearing on them are discussed. (Author/LMO)

Determines whether early hemispheric differences exist in tactual processing by testing infants and preschoolers on six cross-modal tasks. Results are the first to demonstrate a left-hand superiority for information processing in children as young as two years. (Author/AS)

Measures of verbal intelligence and abstract reasoning were taken on a group of 31 college-aged and 32 elderly adults, together with mental-processing rates associated with choice reaction time, primary memory scanning, and lexical decoding. Group means showed that verbal IQ and lexical decoding were intact in the elderly subjects. (Author/LMO)

Presents strategies for helping students develop their metacognitive abilities. Teachers must specifically encourage thinking about thinking. (MD)

Reports on a study of four Australian 11th-grade biology students that used stimulated recall to evaluate student thinking processes.The study confirmed the complexity of the teaching-learning process. (MD)

Based on data from four experiments reported here, schema theoretic interpretations of recognition memory measures are inconsistent with an interpretation jointly derived from the theory of signal detection and Mandler's subjective familiarity theory of recognition memory. (Author/BW)