Individual differences in retention, with an emphasis on their relationship with learning speed and other cognitive factors, were studied in 685 military recruits. In all of the forgetting conditions, the fastest learners remembered more and relearned faster. Results support the existence of individual differences in retention. (SLD)

Tests hypotheses that reading styles of good spellers and dysgraphic spellers differs. Concludes that an underlying source of difficulty for dysgraphic spellers, one that may be related to the reading style they exhibit, is a more limited working memory capacity. (MS)

Discusses field dependence-independence from an information processing perspective. Topics discussed include field dependence theory, stages of information processing, developmental issues and implications, and future directions. The information reviewed indicates that field-independent individuals are more efficient than field-dependent…

Compares the development of working memory in normally achieving children and learning disabled children. Results show a growth of working memory as a function of age. Deficits in working memory for subtypes of learning disabled children are discussed. (RJC)

Investigated the relation between age and rate of forgetting in 72 three-, four-, and six-year-olds in a task that eliminated differences in level of initial learning. Rate of forgetting was nearly identical in every age group. (RJC)

Two experiments with 64 college students are reported that examined the time course of retrieval in a sentence matching procedure. Results demonstrate that modifications are required for models that provide only a unitary value for the amount of match between a test probe and information in memory. (TJH)

Discusses the learning needs of students in the concrete operational stage in mathematics. Identifies the phenomenon of reduced cognitive performance in an out-of-class environment as the "Cognitive Doppler." Suggests methods of reducing the pronounced effects of the Cognitive Doppler by capitalizing on the students' ability to memorize…

Discusses findings from L.M. Williams study (1994). Findings do not provide cogent support for claim that childhood sexual trauma is routinely banished from conscious awareness and then can be reliably recovered later. Findings do support claim that many children can forget about a sexually abusive experience from their past. (BF)

The roles of advice and feedback in the facilitation of online processing during acquisition and subsequent impact on memory-based processing during a delayed problem-solving task were studied in 2 experiments with 123 college students. Results indicate that corrective feedback improves online processing during training. (SLD)

This paper, responding to Gathercole and Baddeley's commentary (EC 611 105), defends van der Lely and Howard's 1993 argument that deficits in verbal short-term memory (VSTM) do not cause children's specific language impairments (SLI). It is argued that while some children with SLI may have VSTM problems, the fact that many do not eliminates VSTM…

This article discusses what constitutes a good vocabulary notebook by first deriving 11 principles from language memory and language research that can serve as a guide in the creation of a pedagogically sound notebook. A design for vocabulary notebooks is presented that emphasizes the incremental learning of vocabulary and different aspects of…

Examined the effects of preevent stereotypes and postevent suggestions on the memory of 176 preschoolers whose classrooms were visited by a stranger. Results from open-ended interviews after 10 weeks indicated that control participants provided accurate reports of the visit, while those exposed to stereotypes, suggestions, and stereotypes plus…

Relations between infant information processing and specific cognitive outcomes at age 11 years were examined in a sample of preterm and full-term infants. Seven-month visual recognition memory and 1-year cross-modal transfer predicted 11-year intelligence quotient (IQ). (MDM)

Two experiments, one measuring eye fixations of 38 undergraduates and the other assessing memory of 37 undergraduates, provide evidence that unsuccessful problem solvers are more likely to comprehend by direct translation and that successful word problem solvers are more likely to build a problem model. (SLD)

Presents a working model for studying development of autobiographical memory based on literatures concerning children's metacognitive capacities, social construction of personal narratives, and development of self-concept. Notes that source monitoring and parental styles of discussing the past affect autobiographical memory, and emphasizes the…