The visual short-term cued recall memory of 8-, 12-, and 16-month-olds was assessed in two experiments using an operant indirect delayed-reaction procedure. In each experiment, 12- and 16-month olds performed better than chance, whereas 8-month-old infants did not. (Author/DB)

Two tasks were used to evaluate the relationship between concept usage and the organization of knowledge in semantic memory for 7-, 11-, 15-, and 18-year-old subjects. (JMB)

Subjects undergoing assertion training experienced a decrease in dream recall and dream pleasantness. The measures of repression did not account significantly for dream recall or pleasantness variance. Findings are more supportive of interference theory than repression theory. (Author)

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)

Suggests that it is sometimes useful to consider information as being encoded as images, sometimes as language, and sometimes as propositions, and describes research that provides evidence of processing in all these forms. (Author)

This article discusses implications of dialectics for strengthening scientific inquiry. Three types of dialogic behavior are used as illustration: within the researcher, between the researcher and research participant, and between the researcher and the sociohistorical context. (Author/DB)

Describes an experiment in which a subject spent more than 230 hours of practice in a laboratory and was able to increase his memory span from 7 to 79 digits. The results suggest that practice with an appropriate mnemonic system can increase memory performance. (Author/SA)

A detailed investigation of short-term memory storage, long-term memory storage and semantic memory associated with developmental dyslexia is reported. Fifty-one dyslexic and 28 control children (ages 8-14) were tested and specific deficits in each area were identified among the dyslexic children. (Author/SJL)

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)

Three separate groups of women performed a semantic classification task during the morning, afternoon, or evening. Results were directly opposite findings that short-term memory performance declines as the day progresses. It is suggested that physiological arousal, which rises through the day, may benefit retrieval efficiency from long-term…

Elderly people show preservation, or even enhancement, of data-driven control but loss of memory-driven control of selective attention. As people grow older they become more labile and more subject to control by external events. Old subjects remember, analyse, and employ smaller samples of the recent past. (Author)

Problems in insuring informed consent may be of greater significance for elderly adults with low levels of vocabulary and education. To protect the rights of these elderly individuals it may be necessary to use tests for comprehension before participation in research investigations. (Author)

Age-related differences in continuous recognition memory were assessed in adults. High and low frequency words were presented to the subject one at a time. No age difference was found in recognition latency or errors. Low frequency words were recognized faster and with higher accuracy. (Author)

The role of memory deficits in learning disabilities (LD) was examined. It is argued that a shift in emphasis is necessary from standardized test results to the processes which underpin performance on such tests. (Author)

Successful students use a learning style that involves thinking deeply about what they are studying. Several teaching techniques that can encourage this are discussed. (Author/MLF)