The probability of recognizing a member of a word pair tested with the pair intact was shown to equal the probability of recognizing a single word plus the probability of recalling an unrecognized word. (Author/NCR)

In three experiments, deaf children, aged 6 years 10 months to 15 years 5 months, were presented with continuous lists of items; for each item, they indicated whether it had appeared before on the list. The findings showed consistently strong semantic effects on word memory of young deaf children. (Author/MV)

Investigates the effects of recall vs. reinspection on accuracy in performance on reading comprehension tests; whether factual or inferential questions influence the relative effectiveness of recall versus reinspection; and whether low ability readers gain more from reinspection than better readers. Recommends letting children reinspect text to…

Two experiments examine the sorts of cues that might be available to facilitate children's ability to discriminate between memories for their own actions. Results suggest that the differences in discrimination performance demonstrate the importance of kinesthetic cues and visible consequences for children's memory discrimination. (Author/RWB)

Presents findings of a study of scientists on the Wason four-card selection task, finding little understanding of the effect of disconfirmatory data in assessing conditionals. Found performance influenced by problem content. Explains performance as memory-cueing plus reasoning-by-analogy. (JM)

Once material has been learned to a criterion of one perfect trial, further study within the same session constitutes overlearning. Although overlearning is a popular learning strategy, its effect on long-term retention is unclear. In two experiments presented here, 218 college students learned geography facts (Experiment 1) or word definitions…

Results showed that kindergarten children remember best under conditions in which both verbal and nonverbal stimulus cues are available. (Author)

A total of 84 Israeli middle- and upper-middle-class nursery school, second and fifth grade children were subjects for a study investigating parallel shifts in dimensional salience and the dominance of these dimensions as organizing principles in memory. (MS)

Sixty kindergarten, sixty second grade, and sixty fourth grade students performed several memory tasks under one of six conditions. The conditions differed as to the method of presentation of information. The study focused on developmental changes in children's use of verbal, nonverbal, and spatial-positional cues for memory. (Editor)

The results of two experiments were generally in substantial agreement with the idea that part-list cues or context words exert their damaging effect by competing with target words at retrieval. (Editor)

Examines the degree to which implicit memory performance is dependent upon the storage of specific perceptual information in a sample of 4-, 5-, and 10-year-old children. Suggested that the processes that subserve pictorial repetition priming and recognition memory develop at different rates, and that such priming is dependent upon access to…

Provides suggestions for note-taking from books, lectures, visual presentations, and laboratory experiments to enhance student knowledge, memory, and length of attention span during instruction. Describes topical and structural outlines, visual mapping, charting, three-column note-taking, and concept mapping. Benefits and application of…

Understanding how memory works is important for success in school, for "all" students. One way for teachers to help students with disabilities learn about memory is to use picture books and then learn strategies. Picture books are useful for students with disabilities because these resources have moved beyond a means to scaffold early literacy…

Extinction of classically conditioned fear, like its acquisition, is active learning, but little is known about its molecular mechanisms. We recently reported that temporal massing of conditional stimulus (CS) presentations improves extinction memory acquisition, and suggested that temporal spacing was less effective because individual CS…

The encoding specificity principle predicts that a change in context between input and test will adversely affect recognition memory. Experiment I tested this with sentences from a prose passage and no context effects were obtained. Experiments II, III, and IV compared context effects for words in random sentences versus connected discourse. In…