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)

Two experiments studied how people determine relationships among family members. In one experiment, subjects were to determine relationships in hypothetical families. In the second, the families were in the subjects' experience. It was determined that memory was organized in terms of parent-child relations together with knowledge of which members…

Results of the study involving 30 learning disabled and 30 normally achieving fifth graders indicated that questions increase the retention of main ideas in learning disabled children; however, questions had little effect on the retention of main ideas in normally achieving children. (SBH)

The iconic-memory processing of unfamiliar stimuli by 11 mentally retarded males (mean age 22 years) was undertaken employing a visually cued partial-report procedure and a visual masking procedure. (Author/CL)

Kindergarten children (N=60 boys and girls) were presented with a paired-associate memory task in which the pairs were elaborated by either a normal interaction (e.g., The horse eats the apple.) or a bizarre interaction (e.g., The horse peels the apple.) in order to test the assumption that bizarreness is a necessary factor in a mnemonic system.…

Describes the subdivisions of the human peri-Sylvian language cortex which were determined by stimulation mapping during craniotomies of four adult patients. (SA)

Three experiments examined the effect of different kinds of background features on children's orientation discrimination. A fourth experiment tested the hypothesis that errors in discrimination of obliques can be attributed mainly to confusion over the left-right direction of tilt. Subjects were 160 five-year-old and 20 seven-year-old children.…

In four experiments 192 infants of five to six months of age were tested for recognition memory of briefly presented visual stimuli. The implications of savings effects in infant memory are discussed. (Author/MP)

Two experiments were conducted to examine whether gross perceptual similarity (shape similarity) and basic conceptual similarity (label similarity) are processed by very young children and influence preferences for novel stimuli. The 88 subjects were 12 to 38 months of age. (MP)

Children at three age levels (grades 1, 3 and 5) were tested for recognition memory of adult male faces following three different orienting activities at encoding: standard intentional learning instructions, judging whether or not each face had a big nose, and judging whether each face appeared "nice." (Author/SS)

The results suggest that coding for storage in the short-term memory is effective when learning occurs under incidental conditions; however, long-term storage appears to be significantly affected by the intention to learn and the foreknowledge of a recall test. (MM)

Three experiments investigated factors influencing the integration of facts acquired from texts. Subjects encountered related facts in the context of relatively long, meaningful texts, a single text, or in two separate texts. Results indicate that integration can occur in both cases. (SW)

Each of 464 noun pairs was rated for synonymy on a seven-point scale by college students to provide an extensive set of synonym pairs for use as stimuli in experiments, and to evaluate the effects of word encoding order on perceived synonymy. (SW)

Tests Piaget's interpretation of long-term memory improvement among 82 five- and six-year-old children. Concludes that there is little evidence for long-term memory improvement or for Piaget's theory of memory. (Author/RH)