Confirms studies which have shown that rehearsal enhances recall if appropriate cues are related to the materials. (RB)

Two experiments are an attempt to provide a description of three commonly observed phenomena of recognition behavior for alphabet characters in terms of the mathematics of correlation. (Author/KM)

Highlighting research findings on retention of information and learning styles, the authors apply the principles to a workshop for adult educators on teaching strategies and techniques. (SK)

Four experiments are described that demonstrate that under certain conditions, encoding constancy results in better recall performance than encoding variability. The experiments used mnemonic devices, and various numbers of semantic contexts and orienting tasks. Encoding variability resulted in optimal recall performance when only one code for an…

A study of 30 normal and poor readers tested the hypothesis that reading disabled children's failure to apply effective strategies to rote-memory tasks is related to their lack of reflective knowledge about memory and their disorganized approach to cognitive tasks. Findings supported the view that many children fail to read well because they do…

Attempts to develop an index that will provide a broader data base from which to determine the relative strengths of list items in memory. (Author/RK)

Investigates the effect of imagery ability upon performance in free recall and relates this effect to the distinction between primary and secondary memory. (Author/RK)

Reviews what is known about the neurobiology of learning and then considers the future. Augments the neurobiological analysis with a series of implications and reservations about their use and the social factors in their use which may interact with them. (Editor/RK)

This study tested predictions from Clark and Haviland's formalization of what people do when integrating information. Subjects were presented with simple sentences issued from a set of complex ideas, and asked to reconstruct the complete ideas. Results support predictions based on a recoding strategy formalized by Clark and Haviland. (CHK)

Discusses important recent strides in the documentation and understanding of the infant's learning and memory capacity. Focuses on the psychobiology of learning, hedonic mediation of approach-avoidance and learned behavior, infant memory, and critical conditions of infancy and behavioral misadventures. (RJC)

Discusses the current information processing conceptualization of memory, the process of learning by analogy, and the overall desired outcomes of their use to acquire and retain new information. Instructional implications of how to use analogies are discussed, and a set of prescriptive guidelines for using them is presented. (69 references)…

Learning is about making connections between subjects, across disciplines, over time, and from individual to universal experience. Our school system is not geared toward connectivity. Knowledge is divided into discrete subjects, and the day into fixed periods. Six questions facilitate students' movement from experience to subjects. (MLH)