Three experiments (simple versus choice reaction time, Posner letter identification, and Sternberg memory scanning) attempted to determine whether reliable individual differences in cognitive processing exist in children and, if so, whether these differences are systematically related to age and ability. (Author/JMB)

Discusses three experiments designed to examine the problem of the internal representation of meaning of a verbal stimulus. (Text is in Italian.) (CFM)

It is argued that wheather the course of cognitive development is characterized by growth, stability, or decline is less a matter of the metamodel on which the theories and data are based. Such metamodels are representations of reality that are not empirically testable. (Author)

This article describes a series of experiments concerning the relationship between cognitive processes and learning a second language. Similarities and differences between first language acquisition and second language learning by children and adults are discussed. (CFM)

A metacognitive model was proposed as an explanatory framework for spontaneous strategy use. A study in which hyperactive children transferred newly acquired strategies following self-control training and attributional retraining served as an illustration of how components in the model can be used to better understand "spontaneity." (Author/LMO)

To determine if posttests administered immediately following a continuing pharmacy education (CPE) program are reliable predictors of long-term knowledge retention, a portion of three posttests used in three successive CPE programs was readministered to attendees of those programs 8 to 21 weeks later. Posttests do not reliably assess long-term…

The slower progress of semantic memory research is attributed to the difficulties involved in testing the relevant theories. This paper proposes a model for testing such theories using the Continuous Response (CR) task. The model establishes a link between the rate of recall and the semantic relationships among the category items. (JAZ)

Discusses what learning conditions promote memory stamina. Reviews study findings which suggested that spacing of practice during rote learning of a foreign language vocabulary can produce lasting memories. (ML)

Explores the effect of continuous training on tonal and auditory memory. Does so by comparing the auditory short-term memory skills of English and American children, ages five, six, and seven. (RKM)

A group of concerned educators evaluates the well-publicized arguments for teaching students to be culturally literate. They argue that content and process instruction are inseparable and that teacher preparation and student assessment should both reflect a more thoughtful fusion of content and process. (TE)

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…

Results suggest that gender schematization exerts an important influence in early sex-role development and illustrate the utility of a gender schematic approach to early sex-typing phenomena. (RH)

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)