Two studies (1) compared the ability of pre- and post-operational children to seriate sets of 4 temporal sequences presented simultaneously and (2) examined the ability to recall sequences when given the initial, middle, or terminal item as a retrieval cue. (SB)

This research was designed to investigate sentence comprehension and recall through an examination of cue effectiveness. It was expected that a cue which contained information about an object that was a probable inference from the sentence would be an effective recall cue. (Author/RK)

This research investigates why it is that the more concrete the subject noun phrase of a sentence, the more likely the predicate is to be recalled when the subject noun phrase is the cue. (Editor/RK)

A study involving 33 college students and adults performing a cued recall task found that recall performance was more sensitive to length of the retention interval in the presence of unassociated cues than associated cues. This contrasts with results from analyses of informational demands from the environment in previous studies. (SLD)

Reviews ancient theory and modern research regarding the effect of imagery on memory. Suggests present-day technical communicators use, where possible, a particular kind of image to illustrate proceduralized instructions. Provides examples and illustrations that create special images. (KEH)

Two studies examined efficacy of context reinstatement in enhancing 5- to 7-year olds' recall. Results showed that children exposed to a context reminder 24 hours before the six-month interview and children interviewed in the event context did not differ but reported significantly more information than children in standard interview. (Author/KB)

Two experiments investigated effect of video reminders on 3-year-olds' performance in representational change task. Children in video support condition viewed videotapes of their initial incorrect statements prior to reporting their initial belief; control children viewed an irrelevant tape. Found that children in support condition typically…

Examines metamemory for categorized lists of items among college students. Judgments of learning (JOLs) were obtained either immediately after study or following a brief delay. Results indicate that delayed JOLs were more accurate than immediate JOLs only when knowledge based cues were used. Indicates that the phrasing of metamemory cues can have…

Two studies investigated the ability to use contextual information in stories to infer the meanings of novel vocabulary by 9-10-year-olds with good and poor reading comprehension. Across studies, children with poor reading comprehension were impaired when the processing demands of the task were greatest. In Study 2, working memory capacity was…

Four experiments explored the interrelations between working memory, attention, and eye movements. Observers had to identify a tilted line amongst vertical distractors. Each line was surrounded by a colored shape that could be precued by a matching item held in memory. Relative to a neutral baseline, in which no shapes matched the memory item,…

Poorer performance in conditions involving task repetition within blocks of mixed tasks relative to task repetition within blocks of single task is called mixing cost (MC). In 2 experiments exploring 2 hypotheses regarding the origins of MC, participants either switched between cued shape and color tasks, or they performed them as single tasks.…

Learning to discriminate between spatial locations defined by two adjacent arms of a radial maze in the conditioned cue preference paradigm requires two kinds of information: latent spatial learning when the rats explore the maze with no food available, and learning about food availability in two spatial locations when the rats are then confined…

The author investigated the importance of processing considerations within implicit memory in a developmental design. Second-graders (n = 87) and college students (n = 81) completed perceptual (word stem completion) and conceptual (category generation) implicit memory tests after studying target items either nonsemantically (read) or semantically…

Through associative learning, cues for biologically significant reinforcers such as food may gain access to mental representations of those reinforcers. Here, we used devaluation procedures, behavioral assessment of hedonic taste-reactivity responses, and measurement of immediate-early gene (IEG) expression to show that a cue for food engages…

This guide is designed for those teaching return-to-study courses for adults. It is divided into two parts. A course guide begins by explaining why past approaches for equipping students for academic success are unhelpful. The approach used in this guide is described by drawing on cognitive psychology, especially about short- and long-term memory,…