Reviews research on the brain and memory, emotions, aging, and learning. Outlines practice implications: connect new learning to personal experiences, make sure learners are paying attention, recognize the role of emotions, and be aware that stimulation influences the aging brain. (SK)

Of late, an increasing number of studies have shown a strong relationship between sleep and memory. Here we summarize a series of our own studies in humans supporting a beneficial influence of slow-wave sleep (SWS) on declarative memory formation, and try to identify some mechanisms that might underlie this influence. Specifically, these…

Brain-derived neurotrophic factor (BDNF) has been implicated as a molecular mediator of learning and memory. The BDNF gene contains four differentially regulated promoters that generate four distinct mRNA transcripts, each containing a unique noncoding 5[prime]-exon and a common 3[prime]-coding exon. This study describes novel evidence for the…

Organizational learning is a complex phenomenon, the collective nature of which makes it difficult to study and examine. Organizational stories are cultural forms that facilitate the sensemaking processes and capabilities of the individuals and teams that form the collective organization. This paper utilizes literature to suggest possible impacts…

This article investigates the effect of the vitality of historical issues in collective memory on students' history learning processes and products. Forty 12th grade students of different ethnic background participated in two historical problem-solving learning tasks. The historical issues were found to differ in their vitality in collective…

The purpose of this experiment was to develop a more explicit conceptual model regarding how learning goals influence learning from text than is currently available. (Author/DEP)

The study analyzed short-and long-term memory processes in learning disabled (LD) children and compared them with normally achieving peers. Research on memory processes in LD children is reviewed and methodological limitations noted. Thirty-six normal and 36 LD Ss (8-11 years old) were asked to remember consonant trigams using one of three…

Confirms Denny's hypothesis of an incidental learning deficit in retardates. (RB)

IN DEMONSTRATING THE FACILITATIVE EFFECT OF AVAILABLE PAST INSTANCES IN CONCEPT LEARNING, IT WAS PREDICTED THAT AVAILABILITY WOULD BE FACILITATED WHEN SUBJECTS WERE PROVIDED WITH A CORRECT RECORD (CR) OF CLASSIFICATION. IT WAS ALSO PREDICTED THAT SUBJECTS MORE CAPABLE OF RECALLING THE CORRECT CLASSIFICATION OF PAST INSTANCES WOULD PROFIT LESS FROM…

This monograph analyzes theoretical and methodological problems that may have prevented previous research from detecting retroactive inhibition with meaningful discourse and reports on two experiments based on the analysis. (Author/TA)

Involuntary mental rehearsal of foreign language words, sounds, and phrases is found consistent with current second language acquisition theory and case history reports. It is suggested the "din in the head" results from stimulation of the language acquisition device set off when the acquirer receives enough comprehensible input. (Author/MSE)

Decisions about whether pairs of letter strings are both words or not are faster for semantically related words than unrelated words. Two experiments showed the semantic relatedness effect is greatly reduced when orthographically illegal, unpronounceable strings were used as negative items. Lexical decisions involve options on codes representing…

Based on decades of research on learning and memory, this article asserts that "what you think about is what you remember," noting that implications for teaching and assignments are substantial. Suggests that in the early stages of learning, students may display shallow learning, but deep, connected knowledge must be encouraged by…