Presents a computer simulation testing semantic networks and spreading activation models of human memory. Describes how a sentence is encoded by building a working memory structure from its words and from semantic memory concepts related to its meaning. Retrieval processes use cue words or sentences to locate working memory structures. (Author/MES)

Reports on three experiments designed to determine when inferential elaborations dealing with instruments and consequences of action were made--at comprehension or retrieval. (HOD)

Two studies of visual recognition memory in infants demonstrated 9-month-olds had greater retention ability than 6-month-olds. Six-month-old infants had difficulty recognizing stimuli over short delays, even when distractors were absent. Results are discussed in terms of memory changes possibly occurring at 9 months. (Author/DB)

Investigates developmental differences in awareness of category relations in sets of items presented for recall. Subjects were kindergarten, third, and sixth grade children. (CM)

Fifty-seven first and second graders were shown pictures of people in various traditional, nontraditional, and neutral occupations and activities and were tested for recognition memory in order to examine the relationship between children's gender attitudes and memories. (CM)

Examines the role of basic cognitive-processing efficiency as the source of developmental variance in cognitive performance. Two experimental tasks, memory and visual scanning, were used to investigate age effects on the search-processing parameter. Subjects were 9-, 11-, 13-, and 15-year-old children. (CM)

Mathematical learning disabilities (with emphasis on the learner characteristics and system inefficiencies) are discussed and two case studies illustrating commonalities which exist across ages are presented. (PHR)

Overt rehearsal and the presence of covert rehearsal in short-term motor memory of a retarded group (ages 13 to 21) and two nonretarded groups (mean ages 10.9 and 16) of students (N=100 in each group) was investigated. Results indicated that retarded persons did not engage in spontaneous covert rehearsal of motor information (while nonretarded…

A model of the structure of complex words based on an organization of the internal lexicon by shared-meaning content is proposed. Results of traditional linguistic experiments testing the hypothesis show that meaning content is a more salient basis for judgments of similarity and difference than is meaning structure. (PMJ)

This brief research note suggests that while further research on the topic is needed, it would appear that the current practice of teaching most academic material in the morning may be ill-founded. (KC)

Subjects between the ages of 50 and 86 years were given portions of the Halstead-Reitan Neuropsychological Test Battery, the Wechsler Memory Scale, and the Wechsler Adult Intelligence Scale. Younger subjects performed significantly better than older subjects on 10 of the 18 neuropsychological measures used. (Author/BEF)

The profiles of 40 educable mentally retarded (EMR) children (aged 6 to 8.5 years) on the McCarthy Scales of Children's Abilities were examined to determine areas of strengths and weaknesses. (Author)

Constructive activity and effects of clarifying context in encoding and retrieval were investigated in a study of memory for mathematical proofs. Results are offered as support of a reconstructive cycle in which context initiates reconstruction; which is redirected or extended by schemata; which is guided by the context. (Author/RD)

Descriptions of cognitive development are determined by the metamodel on which theories and data are based. The associative and information processing approaches have generated much of the research on adult learning and memory. A contextual approach, emphasizing perceiving, comprehending, and remembering, is emerging in the present historical…

An experiment is discussed that tested a 1975 hypothesis of Aiken, Thomas, and Shennum that a "spaced lecture" might help solve the problem of the negative of concurrently listening and writing. Results indicated that the "spaced lecture" was no better than the traditional lecture. (MLW)