Sixty-four four-year-old and 64 five-year-old children were presented a set of 25 pictures of common objects, classifiable either perceptually (color) or semantically. (Author/CL)

Previous work on recalling prose material can be criticized for its limited use of quantitative analysis and for neglecting the theoretical implications of the distinctions between verbatim and other forms of recall. Nine specially written passages used clauses and actual words to split reproduced material into verbatim, non-verbatim and intrusive…

The role of memory factors in the vowel discrimination of normal and at-risk 8-week-old infants was examined by studying the categorical versus continuous discrimination of very brief vowels in a nonnutritive sucking paradigm. Discrimination of the silent delay interval between the last familiar and the first novel stimulus was also examined.…

Two memory tasks--a constructive memory task and a semantic retrieval task--were used with groups of good and poor readers in second grade, in an effort to determine what effect, if any, memory processes have on reading. (MP)

A Pulitzer-Prize-winning playwright recollects his early school days, his intense dislike of orthodox schooling, and his development as an author. (JD)

Thirty fourth-grade children were exposed in pairs to a series of slides and invited to take turns asking questions. Results showed retention to be significantly better for information acquired through the child's own questions as opposed to the information acquired through the partner's questions. (Author/JMB)

The spatial and temporal components of a serial position recall task were experimentally manipulated in a study using kindergarten, first grade, and second grade children to determine the factors involved in the primacy effect. (BRT)

Investigates whether 8-year-olds can be taught a mental imagery strategy to improve their memory of prose they read. Results of the study showed that the children taught the strategy answered more questions than the group who did not receive those instructions. (Author/DEP)

Dictation provides practice in concentrated listening and understanding, increases the attention span, strengthens the memory, and provides training in accurate recording. (DD)

Five experiments studied operations of conceptual masking--the reduction of conceptual memory performance for an initial stimulus when it is followed by a masking picture process. The subjects were 337 undergraduates at the University of Washington (Seattle). Conceptual masking is distinguished from perceptual masking. (TJH)

Investigated whether young children (ages 2-5) could use spatial categorization as a mnemonic strategy. Three experiments found the children capable of spatially organizing objects as a strategy in the service of future retrieval. There were clear developmental trends in the deployment of categorization. (SKC)

Investigated deferred imitation ability for six actions in 14-month-old infants. After a week's delay, infants were tested on their ability to imitate the actions.Those who had been exposed to modeling produced significantly higher instances of the target actions. (SKC)

Describes two experiments showing that experienced readers use text signals to guide their attention to relevant information in a text. Indicates that subjects (1) took longer to read a summary sentence if it was signaled in advance, especially poor readers, and (2) recalled important information better if the information was signaled. (JD)