Investigates developmental differences in the effects of context on ongoing word recognition under conditions that placed greater demands on the readers' comprehension/memory capacity than had been the case in prior studies and examines the generality of these prior findings. (HOD)

Methods of successive relearning and of cross-sectional adjustment were investigated. With the first method, indefinite access to acquired information remained probable if retraining intervals did not exceed access intervals. The second method was used to investigate acquisition and maintenance of complex knowledge systems under ecologically…

Research on memory performance in children, the elderly, and individuals under stress is integrated with research on memory performance in college students. Assumptions include: (1) variation in attentional capacity within and between individuals, and (2) encoding operations vary in attentional requirements. Most of the data support the framework.…

Jorm did not, as Ellis (TM 504 892) implies, propose that developmental and acquired phonemic-deep dyslexia are functionally equivalent. Rather, Jorm identified functional similarities. Most of Ellis' criticisms are irrelevant because they are directed at this equivalency. (Author/CP)

Presents a case study demonstrating successful behavioral treatment of a depressed older man using group and conjoint therapy. Two major issues in dealing with the aged are addressed: dealing with resistance to therapy, and distinguishing between disability due to organic brain syndrome and that due to depression. (Author/RC)

A system of precategorized acoustic storage has accounted for the recency effect obtained in the immediate serial recall of sequences of digits, consonants, or syllables. Four experiments in recall of word sequences investigated fit to this model. A system of postcategorical lexical storage was concluded to explain the results. (Author/RD)

Word lists were given to 176 Scottish children, ages 15, 11, 8, and 6. Analysis of variance on recall scores indicated that Jensen's findings of greater recall by middle class children may be only a transitory phenomenon, not evidence of permanent middle class superiority in Level II ability. (Editor/SJL)

It was concluded that repeated review is more beneficial to deaf than to hearing students, and that it selectively affects memory tasks (recall and recognition) more than tasks requiring higher level processing (concept acquisition and problem solving). (Author/DLS)

Synonyms within languages were compared with exact repetition of words as aids to recall. Interlingual synonyms had effects identical to those of exact repetition, whereas intralingual synonyms were less effective than exact repetition. Bilingual equivalence of words does not appear to be due to common underlying semantic structures. (Author/RD)

Three experiments (which used adults and 14-year-old children) studied the congruence between textual input at encoding and output in the form of memory reproductions. Results verified a very close correspondence between encoding and retrieval regarding hierarchically structural operations on the information in simple stories. (AN)

This paper reviews current models of problem solving to identify results relevant to teachers or instructional developers. Four areas are covered: information processing models, approaches stressing human abilities and factors, creative problem solving models, and other aspects of problem solving. Part of a theme issue on intelligence. (Author/SJL)

Discusses a method used at DePaul University of Chicago, Illinois, in a relativity course for students who are not science majors, emphasizing logical reasoning rather than memory of facts. (HM)

Mildly retarded children were instructed in encoding strategies or rehearsal strategy. Performance was higher for semantic encoding strategies. Seven months later the semantic condition also showed greater improvement after strategies were prompted. Performance on incidental learning tasks was enhanced for 13- but not 10-year olds. (Author/RD)

A multirate mathematical model is presented to support the hypothesis that different types of information are lost from a memory trace at different rates. The model is validated by two experiments assessing the retention of pictures and of sentences at three different delays by cued recall. (Author/CP)

Investigates the relationship of reading ability and age to children's recall of expository text after reading and analyzes children's sensitivity to text structure. (MKM)