Explained is the use of memorizing techniques found to stimulate learning processes and memory in a group of learning disabled children. (CB)

Assessed the influence of mnemonic and attentional aids on children's double-alternation learning, in a prediction situation in which subject had to learn to produce two consecutive responses of the alternate types. (Author/AJ)

Undergraduates generated names of U.S. presidents, states, or animals prior to presentation of a lists of states and presidents. Last recall was tested after 15 minutes or one day. Recall from the mobilized category exceeded recall from the nonmobilized category regardless of whether subjects had previously generated items. Explanations are…

Used semistructured interviews to identify memory strategies used by 35 older adults. Asked participants to describe the strategies they would use for various activities. Results indicated (1) the elderly may have limited repertoires of alternative memory strategies, and (2) the types of materials used can significantly affect their performance.…

The role of memory problems in the attentional difficulties of learning disabled children is examined, and the existence of control processing inefficiencies related to memory problems is suggested. Three intervention approaches--reinforcement programs, direct instruction in efficient processing behaviors, and use of orienting tasks to induce…

Reviews J. Rohrer's work on the role of memory in language learning. Evaluates the practice-oriented treatment, which is in opposition to current concepts when practical considerations require it. (IFS/WGA)

Discusses the nature of individual differences in working memory and presents the span test that was used to assess working memory capability. Next it discusses how working memory capacity might influence two specific components of reading comprehension, retrieving facts and computing pronominal references. (NCR)

The iconic-memory processing of unfamiliar stimuli by 11 mentally retarded males (mean age 22 years) was undertaken employing a visually cued partial-report procedure and a visual masking procedure. (Author/CL)

A reminding-based generalization view of category learning was studied in 4 experiments involving a total of 247 college students. Experiments demonstrated that categorization by reminding can affect what is learned about the category and later categorization performance. Implications of the results for category learning are discussed. (SLD)

Reviews current research on the brain, memory, and learning. Outlines techniques that instructors can use to help learners retain information. (JOW)

Attempts to learn more about memorable experiences associated with science field trips by conducting a 1-month and an 18-month evaluation of elementary school students who had participated in an environmental science program at a community park in a Midwestern city. Concludes that students' memories were nonspecific and disassociated from…

In this article, we discuss 2 issues that we believe any theory of discourse comprehension has to take account of-accessing irrelevant information and granularity. Along the lines that have been suggested as demonstrating the memory-based account, we describe some work in favor of the recruitment of apparently irrelevant information from memory…

Learning of a procedural motor-skill task is known to progress through a series of unique memory stages. Performance initially improves during training, and continues to improve, without further rehearsal, across subsequent periods of sleep. Here, we investigate how this delayed sleep-dependent learning is affected when the task characteristics…

Freezing to a tone following auditory fear conditioning is commonly considered as a measure of the strength of the tone-shock association. The decrease in freezing on repeated nonreinforced tone presentation following conditioning, in turn, is attributed to the formation of an inhibitory association between tone and shock that leads to a…