Describes a study of the recall of narrative prose. Serial structure at first influenced which elements were remembered, but as the Ss remembered more, the story grammar structure became the dominant influence over the elements remembered. (Author/RM)

Three experiments investigated a characteristic of the propositions that underlie sentences. For some of the sentences tested, the same concepts occurred repeatedly across the underlying propositions; for others, concepts were seldom repeated. Repetitions were shown to facilitate sentence processing. (Author/RM)

The locus of facilitation due to rehearsal was investigated in three experiments with first-grade children. Several difference overt acquisition strategies in a four-item sequential memory task were compared, including ordered repetition, item repetition, item labeling, and free strategy conditions. (Author/SB)

Self-regulation components linked to academic problem-solving were studied. Cognitive process instruction on analogy problems was given to 63 undergraduates on a Monday. On Wednesday, problem-solving performance within the inductive reasoning domain was assessed with 30 Remote Associate Test (RAT) problems. On Friday, problem-solving performance…

This paper examines effective study strategies and how they can be used to enhance learning among African American college and university students, focusing on the importance of memory and metacognition in learning. The paper also explores factors that affect the use of these strategies and discusses how to overcome them. Effective study…

This paper explains the process of creating and managing concept maps, using reflection as a focus for its argument. Section 1, What is a Concept Map?, highlights the background and definition of concept mapping, explains how maps signify virtual conceptual structures, looks at structural knowledge, provides an example of a concept map, and…

Discusses the conflicting evidence and points of view presented by scientists involved in research on the nature of memory. The research of one group supports a chemical basis for memory, while the other group presents evidence supporting an electro-physiological basis. (JR)

The present experiment was designed to distinquish between verbal and nonverbal encoding of sequentially presented spatial information. (Author)

This study examined the relationship between arousal and short- versus long-term memory of auditorally presented continuous information as would be experienced in a typical classroom lecture environment. (Author/RK)

The present study was designed to test the implication of the rehearsal deficit hypothesis of Brown (1972) and Morin et al. (1970). In it retarded adolescents were given rehearsal training on a keeping-track task. (Author/RK)

Nine-year-old students were given one presentation of a list of nouns and then performed both recall and recognition tasks. Visual presentation facilitated recall. (ST)

The present study examined current hypotheses concerning information transfer from short-term memory (STM) to long-term memory (LTM) using a Peterson STM task with word triplets presented over retention intervals of 0, 3, 6, 9, and 18 sec. (Editor)

It was found in a retention test that progressive elaboration was superior to single-response elaboration, as in the Bower and Reitman (1972) study; the present study was an extension of that Bower and Reitman study. (Author/RK)