Subjects read narratives about a meal at a fine restaurant or a trip to a supermarket. The same 18 items of food, attributed to the same characters, were mentioned in the same order in the two stories. As predicted from current formulations of schema theory, foods from categories determined to be part of most people's restaurant schemata were…

In this study the effects of operational level on the quality of children's questions and on their free recall were investigated. Subjects were 65 second-, fourth- and sixth-grade children. Children's operational levels were decided by their performance on nine Piagetian tasks. A question asking task was used to study their question quality. At…

This paper describes a series of studies which examine the early development of recall. Subjects were children about 2 1/2 and 5 years of age. Recall was tested on nine-item lists which were either composed of three objects from each of three conceptual categories or nine objects from nine different conceptual categories. Age differences were…

This study had two major objectives. The first was to determine if the effects of verbalization found by Taylor et al (1971) could be extended to a culturally disadvantaged junior high age population; the second was to determine if the effectiveness of verbalization is situation-specific, restricted to the particular list which is verbalized, or…

Naming tasks were used in two studies to test for conceptual organization in young children by comparing the latencies for naming objects in primed vs. non-primed conditions. In the primed condition, a taxonomic category was primed by prior activation of a coordinate member of the same category. In Study 1, 54 kindergarten children were randomly…

Reviewed are findings from 60 research studies investigating the relationship of visual discrimination, spatial relations, memory, and auditory-visual integration to school learning. (Author/CL)

The theoretical and methodological concepts for research on aptitudes as cognitive processes are discussed. Individual differences constructs are reviewed in relation to cognitive processing models, and studies of short-term memory are reviewed. A coordinated approach to the study of aptitude as information processing is recommended. (Author/RD)

Three response measures that have been used in the study of temporal codes for memories were evaluated. Subjects were shown a list of words singly for study, and recency, position, and language judgements were obtained. (SW)

The purpose of this article is to examine the capacity limitations of the active memory system as seen in the nature of the forgetting mechanisms. (Author/NCR)

Intelligence and short-term memory correlations in children were measured using probed serial recall of supraspan digit lists. Results showed the predictive power of intelligence to range from a maximum in the case of recall for recency items to practically zero in the case of primacy items. (Author/MV)

Conventional paragraph structure requires that the topic sentence be presented first, followed by connected, coherent sentences. The processing role of these rules was investigated by comparing performance on reading simple passages that conformed to or violated conventional paragraph organization. (Author/SW)

Available from: Ablex Publishing Corporation, 355 Chestnut Street, Norwood, New Jersey 07648. Two groups (high and low functioning) of educable mentally handicapped children consisting of 70 Ss' average age 127 months' were tested for strategies in their approach to memory and problem solving tasks and for their responsiveness to strategy…

Among college undergraduates, males consistently outperform females on tests of geographical knowledge. That difference may be caused by the fact that women have had less active control over distances and directions traveled in their lives, and thus less interest in learning about them. This may change as women's roles in society change. (PS)

Examines the listening comprehension of English-as-a-second-language learners by answering the following questions: (1) How do learners acquire information when repeatedly exposed to the same material? and (2) What influence will dictation practice exert on and to what degree is dictation practice related to the acquisition of meaning? (SED)