Results of this experiment provide support for the findings by Piaget & Inhelder (1973) that children's memory drawings of a seriated display improve over time as their cognitive abilities develop. (Author)

A two-process theory of the spacing (lag) effect in free recall is presented and tested. (Editor/RK)

To determine if the modality in which children represent information in memory influences the process by which problems are solved, problem-solving strategy of deaf and hearing 10-year-old children was compared on a concept-discovery task. (JMB)

Describes recent theoretical developments in cognitive psychology that can be applied to second language acquisition, including consideration of linguistic theories in addressing the role of mental processes in second language acquisition, current cognitive learning theory, and possible applications of a theoretical model to memory representation,…

Assesses the validity of a 20-item scale that purportedly measures long term memory records--in this case, frightening mass media. Evidence for validity emerged in that subjects' scale scores were related to negative emotion, negative cognitions, and skin conductance during film clips of scary movies. (NKA)

Argues that the construction of new utterances formulated by speakers of English as a foreign language is the result of the cognitive process linking up old form (memory) with new form (intent). A model sentence is learned through a process of morphological and syntactical interference and eventually becomes, due to creative re-ordering, a new…

The effects of pictorial advance organizers presented before reading a passage on the retention of passage information were examined for 48 children in grade 5. Those given an integrated pictorial advance organizer recalled more than did others on both immediate and delayed tests of recall. (SLD)

Without opportunities to acquire multiple forms of literacy, children will be handicapped in their ability to participate in the legacies of their culture. The forms in which thinking occurs should not be subjected to the status differences and inequities of society. (MLW)

Three groups of elementary school students, matched on reading ability and with similar cognitive profiles, were administered tasks assessing their inventory of reading skills. Results support a developmental lag model of reading problems of nondyslexic children. (Author/RWB)

Investigates ability of nine-month-old infants to imitate simple actions with novel objects. Looks at both immediate and deferred imitation. Findings show that imitation in early infancy can span wide enough delays to be of potential service in social development. (Author/RWB)

Reports the results of two experiments that examined the relative effects of questions requiring decisions, statements providing the decision information to the students, questions not requiring decisions, and control procedures on student's memory for chemistry text reading materials. Discusses results in terms of an elaboration perspective on…

To establish meaningful links between preservice and inservice teachers' background experiences and abstract concepts, relevant research studies are simulated in teacher training sessions. A simulated research activity is described, using the example of helping teachers understand models of memory to better teach mnemonic strategies to handicapped…

Studied the influence of intelligence, self-concept, and causal attributions on metamemory and the metamemory-memory behavior relationship in elementary school children. Results indicated that intelligence had an impact on metamemory in all age groups; and that metamemory remains an important predictor of memory behavior. (Author/RWB)

The structure of cognitive abilities was examined through tests administered to 81 prelingually deaf Yougoslavian children (ages seven to eight). Results suggested the existence of two levels of cognitive organization: (1) automatic (involving highly integrated perceptual skills and short-term memory); and (2) representational (involving symbols…

The author describes his research experience in identifying potentially unique learning characteristics of gifted students. Visual imagery, mnemonics, spatial organization, and higher level verbal learning strategies are explored. Among broad conclusions reached is the perception of gifted students as active learners who spontaneously transform…