Method is presented for displaying the sequential and multirelational ideation of scientific narrative elicited from respondents. The flow map provides a figural representation of the flow of information, the points in the flow where multirelational and recurrent linkages are made, and the time required to retrieve and express the information at…

Studies the effects of visual elaborations on the cognitive processes of adult learners. Compares the effects of two types of visual elaboration strategies on immediate and delayed recall. Suggests that the incorporation of visual elaboration strategies produces a greater depth of processing, leading to better recall. (HB)

Learning place geography is an important part of school geography. Reports on research findings addressing effective ways to teach place geography. Finds that research indicates significant differences between mnemonic and non-mnemonic treatment groups. (CFR)

Researchers revised a psychological assessment of organization in memory to measure organization in thinking. Secondary students viewed a videotape, wrote essays, then created word trees using provided words that eliminated the memory component in their original task. The ordered-tree technique reliably measured organization in thinking.…

This article reports the results of digit-span tests administered to 314 children who were visually impaired. Results found that gender, first language, and educational setting had no effect on the children's scores and that the congenitally totally blind children scored higher than did sighted children, whereas those who had had some sight did…

Observational studies of student learning from classroom experience in science and social studies in elementary and middle school classrooms were carried out with 14 students. A model is described that explains how students use multilayered episodic and semantic memory for learning experience and related knowledge to answer achievement test items.…

Questionnaires were completed by 100 parents of kindergarten-age children whom the parents thought to be mathematically precocious. Five factors were found to characterize responses: (1) general intellectual factor; (2) short- and long-term memory; (3) rote memory; (4) spatial reasoning; and (5) specific relational knowledge. Parents were able to…

Describes a study of undergraduates that was designed to assess the independent and interactive effects of emotional arousal and emotional valence on viewers' cognitive capacity and memory for television messages. Highlights include emotional processing and memory, emotion and cognitive capacity, pretests and posttests, and hypotheses tested.…

A story format and discourse analysis procedure was used to evaluate the spoken language skills of 20 elementary students with learning disabilities over a 1-year period. Stories from memory were longer and characterized by more as well as different types of errors than were stories from pictures or stories based on games. (Author/DB)

Describes the distributed practice technique to review course material. Results of a study to compare distributed practice to massed practice indicated that students using the distributed practice technique scored significantly higher when tested two months after practice was completed. (MDH)

Fourth graders with language and learning disabilities and nondisabled fourth graders were compared on tasks measuring primed picture-naming and item recognition. In the experiment, both presentation format and retention interval were manipulated. Results are discussed in terms of implications for disabled children's memory difficulties. (LB)

Linguistic profiles of 7 dyslexic, 7 mildly dyslexic, 30 average, 16 good readers were examined at kindergarten, grade 2, and grade 4. Groups did not differ in language comprehension but did differ in confrontation and rapid automatized naming, three syntactic measures, and verbal memory. Kindergarten ability at giving letter sounds and rapid…

Defines memory skills as techniques for increasing initial learning and long-term retention of information, and argues that good memory skills are important. Nine ways in which teachers can improve the ability of students to remember are presented. Emphasis is placed on mnemonic strategies. (SLD)

Recall of "to-be-remembered items" benefited from schematically related, superordinate, and slot filler cues, but not coordinate cues. The relative strength of different relationships does not appear to change with age. Findings are consistent with the view that lexical memory is schematically and taxonomically organized from early…

Describes a demonstration to illustrate the importance of knowing what is supposed to be learned before studying begins. Suggests that the exercise may be used to show the basic elements of a scientific experiment. Explains that attention's effect upon memory is shown by students' tendency to remember best what they are told to remember. (DK)