Based on decades of research on learning and memory, this article asserts that "what you think about is what you remember," noting that implications for teaching and assignments are substantial. Suggests that in the early stages of learning, students may display shallow learning, but deep, connected knowledge must be encouraged by…

This study examined two alternative interpretations of violation-of-expectation findings that young infants can represent hidden objects. Findings indicated that 5-month-olds succeeded in reasoning about the interaction of a visible and a hidden object even though the 2 objects were never simultaneously visible and a 3- or 4-minute delay preceded…

Evaluated the criterion validity of the Mattis Dementia Rating Scale (S. Mattis, 1988) with a concurrent study to obtain a cut-off score for an Argentinean population by administering a battery of tests to 60 memory disorder patients. Findings demonstrate high convergent validity with another measure and show an appropriate cut score for use with…

Proposed three criteria to distinguish calendrical savants whose skills depend on memory from those who calculate and applied these to 10 calendrical savants. Results are discussed in relation to views that calendrical savants imply the existence of a modular mathematical intelligence or unconscious integer arithmetic. (SLD)

Children were exposed to an event and asked several days later to recall the event. Results showed that children's recall was more complete and accurate when the event was experienced instead of observed or heard about; and children's sensitivity to event structure was dependent on information source (experience, observation, story) and number of…

In a study of developmental differences in ability to suppress irrelevant information in working memory, children and adults provided endings for sentences that constrained a terminal noun. Responses to critical sentences were disconfirmed with unexpected endings. On another sentence-completion task with disconfirmed nouns, children showed priming…

Tested 133 college students in Germany with new tasks and 6 working memory marker tasks. Results reveal three working memory functions: simultaneous storage and processing; supervision; and coordination of elements into structures. Each function could be subdivided into distinct components of variance. (SLD)

Reviews empirical findings that misinformation effects in children are the product of automatic or unconscious and intentional or conscious processes. Outlines findings that show developmental change in cognitive processes underlying acceptance of misinformation in the absence of overall changes with age in the probability of reporting a…

Offers a narrative in the form of five confessions the author's life. Contends that writing from memory can be pedagogic and political. Concludes that writing what was witnessed is to testify to what is remembered, so that it cannot be forgotten. (PM)

Discusses cognitive models of instruction that can help develop new models of Instructional Systems Design (ISD) that include cognitive task analysis to identify mental models; constructive assumptions of learning; working memory and long-term memory; retrieval of new knowledge and skills from long-term memory; and support of metacognitive skills.…

Presents evidence that indicates recognition memory consists of three separate representations: a surface representation, a propositional textbase, and a situation model. (KEH)

Administered California Verbal Learning Test to young and old alcoholics and controls. Alcoholism and aging produced similar levels of immediate and delayed free recall. However, poor recognition memory and more frequent intrusion and false positive errors were associated with alcoholism but not with aging. Results suggest that alcoholism and…

Critiques an article by Ian Angus and John Lannamann on the fragmentation of the communication field ("Questioning the Institutional Boundaries of U. S. Communication Research: An Epistemological Inquiry," v38 n3). Argues that any medium, including the body, can be conceptualized as a system of symbol creation, recognition, and…

As a means of facilitating adult development, autobiography is based on (1) memory--an element in the construction of meaning in experience--and (2) imagination--the expression of what people believe themselves to have been and to be. Through autobiography, the self is something to be imagined and constructed. (SK)

Beings participating in mutual interrelationships with an environment do not need memories. Instead, they are involved in remembering as part of their continual adaptation within that environment. (PCB)