Tests seven- , 10- , and 13-year-olds for developmental differences in processes and strategies involved in geometric matrix solution and the relationship between strategy differences and item complexity. (AS)

Examines reasons why second and fourth grade students use cues relatively ineffectively to retrieve episodic information. Four experiments tested the hypothesis that retrieval cue effectiveness varies with the extent to which cue information describes event information in memory. Results showed that problems of discriminability and…

Concludes that on an immediate recall test, fourth-grade students taught with a graphic organizer strategy for facilitating comprehension recalled significantly more idea units in a test passage than did students who had not received such instruction, but there were no performance differences between the two groups on a one-month delayed recall…

Reports on a study in which a seven-year-old girl was trained to focus on individual words in learning to read. (FL)

A total of 72 children, 36 each from first and sixth grades, were given a 70-item study list followed by a recognition test list of equal length. To indicate the relative dominance of features encoded at both ages, labels, pictures, and referents were recombined to form visual, semantic and acoustic distractors. (MS)

The purpose of this study is to examine what effects the mnemonic devices of pictures and stories have on the memorization and recall of multiplication facts. This study was conducted on a fourth grade classroom in which the students were divided into three groups. The first group was given standard flashcards, the second group was given a set of…

This book offers classroom-tested activities designed to make even the most reluctant learners crazy about math. Appealing to everyone from sports fans to readers, future fashion designers to budding musicians, the activities presented in this book offer ways to develop a deep-rooted love and appreciation of math in every student. Teachers are…

This book uses an analogy of "The Wizard of Oz" to offer information about cognitive research, sharing simple tactics for implementing these ideas in the classroom. The book discusses expert findings about brain growth, structure, and functions to help teachers and administrators foster a love of learning in all students. Key features…

This report describes a project for improving students' listening and motivation. The action research took place from September 2001 through January 2002. The targeted first grade reading and eighth grade physical education students live in rural, Midwestern, middle- to high-income communities located in central Illinois. The problem was that…

This monograph presents a collection of papers related to health issues and aging: "Introduction" (Paul Simon); "Memory, Aging, and Cognition" (Rita E. Arras); "Internet Resources for the Elderly and Their Caregivers" (Kathleen Doyle); "Unintentional Injuries in the Homes of the Elderly: A Look at Current…

Two studies assessed the impact of short-term memory on English as a Second Language learning. The first involved 20 graduate students at a Taiwanese university, who were randomly divided into treatment and control groups. It investigated differences in the performance of phrase recollection when the information was chunked versus unchunked.…

Two experiments are reported in which mismatched sounds and spelling were studied in Dutch pseudo-words used as stimuli in English lexical decision experiments. Results show mismatches in spelling or sound result in longer latencies for Dutch pseudo-words than for their nonword controls, supporting a cooperation model of lexical access. (MSE)

Discusses five instructional strategies for increasing the meaningfulness of technical or scientific information. These include organization of prose, use of concrete analogies as advance organizers, use of inserted questions in prose, elaboration activities such as note-taking and discovery learning. (JN)

Hemispheric preferences of high and low ability, right-handed elementary school children (n=70) were investigated using the Your Style of Learning and Thinking instrument. Results showed a significant difference between the two groups on integrated responses, with the high ability group having a higher preference for integrated functioning…