Overall recall was not facilitated by incentive, but there was an increase in the rate of recall when incentive was available. This effect was the same for all subjects, and performance deficits observed for the older subjects were not reduced by incentive. (Author)

Reports that recent research on strategies for increasing learning from reading suggests that developmentally appropriate instructions to create mental images, to verbally elaborate, and to relate new information to prior knowledge may increase students' recall of what they read. (FL)

Differences in visual encoding speed for reading is related to differences in ability to access memory codes for other meaningful patterns. This difference is shown in the advantage of better readers in reaction time in deciding if two line drawings belonged to the same category. Better readers have faster access for any meaningful pattern. (PJM)

Reports on PRL-8-53, an experimental drug that will boost the chemical system in the brain called the cholinergic system and thereby improve one's ability to retrieve information from a preexisting information pool. (Author/IRT)

Argues that the distinction between short-term memory and long-term memory is no longer adequate for either human or animal memory data. Recommends additional research on the physiological brain processes underlying memory interference and retrieval. (MP)

A recognition memory experiment with 8-, 11- and 20-year-olds investigated the hypothesis that, with age, semantic encoding becomes increasingly important relative to acoustic encoding. (CM)

Early and late formal-operational adolescents having similar ages and IQs were presented tasks to assess their use of organizational memory strategies: multitrial free recall of unrelated and categorized words and a sorting task followed by free recall of the sorted words. (Author/SS)

Kindergarten and first-grade children were told stories about twins who were given recognition and recall tasks and were asked to judge which twin remembered more of identical sets of items. Results showed that a number of the children gave clear evidence that they believed recognition tasks to be easier than recall tasks. (JMB)

Results of three studies suggest that, to notice inconsistencies in prose, children have to encode and store information, draw relevant inferences, retrieve and maintain inferred propositions in working memory, and compare them. Third through sixth graders do not spontaneously carry out those processes that they are capable of carrying out. (JMB)

Discusses the meaning of the term "literature," surveying various definitions, and concentrating on the elements of "style" and "message". (AM)

Differentiated are children with mental regress learning deficiency characterized by poor capacity to mentally reorder events and children with poor memory. (DB)

Investigates the differences between rehearsal span and memory span and evaluates the research of Dalrymple-Alford (1967) on the part of rehearsal on reinforcing memory traces. (Author/RK)

Children's comprehension and memory for different kinds of information in prose was assessed in two experiments. In the first experiment, 72 elementary school children listened to paragraphs and answered questions about explicit and implicit semantic relationships. The second experiment investigated the relationship between children's initial…

First, third, and fifth graders hid a series of "people pictures" in containers, half of which bore picture cues related to the people's societal roles and half of which bore cues unrelated to the people's roles. Aspects of their memory-for-location were then analyzed by grade level. (Author/JMB)