Administered Bem Sex-Role Inventory to high school students, and asked how they wanted to be remembered. Found a gender role by remembrance preference interaction. Masculine subjects chose "athletic star" more than did feminine or androgynous subjects, who selected "most popular" and "leader in activities" more frequently. All groups chose…

Examines research which suggests that children's developing knowledge about traditional gender roles has a substantial influence on how children process information pertaining to gender. Evidence also shows that as children attain gender constancy, their behaviors become especially responsive to gender-related information. (Author/RWB)

Reports two experiments showing a possible developmental shift from memory organization based on associative criteria to an organization based on categorical criteria. Children in first, fourth, and seventh grades were given a sort/recall task with items that could be organized into groups of categorical or associative pairs. (Author/CB)

This study was designed to explore relations among reading skills, metareading, memory, and metamemory. Interactions among these skills were investigated as related to reading ability, operativity, and grade level. The effects of experience, operativity, and metacognition on reading and memory skills were discussed. (Author/DWH)

Three studies explore the development of discrimination and memory for symmetry in preschoolers four to six years of age. Issues addressed include the young child's ability to discriminate and reproduce symmetry, and the effects of pattern orientation and complexity on the young child's symmetry discrimination and reproduction. Results indicate…

Investigates the effects of acoustic similarity on memory span in 112 children four to 10 years of age. Acoustic similarity had progressively more effect on recall with increasing age. Implications for current theories of short-term memory and its development and for the use of acoustic similarity as an indicator of speech coding are discussed.…

This study examined the effects of undergraduate students' cognitive style on short term recall of content information from still projected visuals of different sizes (full, one half, one quarter frame) and types (paintings, photographs, line drawings). No significant differences in the mean scores of field dependent and independent subjects was…

This paper proposes a method to measure and understand prereader listening comprehension skills. The listening span test taxes storage and processing functions of working memory. Used in two experiments with 44 preschoolers, this test had greater predictive and theoretical value than both the traditional word span measure and the age variable.…

A total of 122 kindergartners, third and fifth graders viewed 30 pictures of familiar objects and interested on their free recall of the object names and their recognition of the original pictures. Half received instruction in adult recognition strategies, half in adult recall strategies. (MS)

Much has been written about the crucial nature of early literacy experiences in learning to read. Many types of story reading interactions could have an effect on the development of reading literacy. A study explored the kind of social interactions that foster children's individual development toward independent functioning, especially addressing…

This report outlines the a study that investigated the reading skills of high school students (ages 14-19) with severe or profound prelingual deafness, including 6 skilled readers with parents with deafness, 6 skilled readers with hearing parents, and 6 average readers with hearing parents. The study determined short-term memory strategies used by…

Reprinted from "Value Engineering , Volume I, Number 5, February 1969.

Two hypotheses (selective attention and slot filling) of how schemata enhance the learning and recall of the initial comprehension of prose material were tested. Consistent with the attention-focusing hypothesis, readers spent more time on sentences containing information important to their assigned perspective. (Author/PN)