Learning disabled adolescents can be helped to make sense of large amounts of material by a systematic study approach that builds on memory strategy. Such a strategy includes building on meaningful associations and recollections and using specific memory aids (such as kinesthetic, visual, and auditory rehearsal). (CL)

Provided are several techniques, recommended by experts, to improve one's memory. These include use of mnemonics, creating mnemonics that use imaginative/concrete visual images, breaking hard-to-remember information into simple parts, adding words/numbers to otherwise meaningless information, creating a story using unrelated facts/names, and a…

Clarifies several issues in response to recent criticisms of habituation and related novelty-preference techniques used in studies of infant memory. (RH)

The short term memory performance of three groups of nonretarded and one group of 36 mentally retarded persons (mean mental age of 8.95 years) who were tested using the Brown-Peterson paradigm was compared using two scoring methods. (Author/SW)

Distinguishes between the processes of memory, the raw material of fiction writing, and an informed response to the past, essential to writing history. Asserts that the fiction writer's task is to turn private recollection into universal experience accessible to all readers. (AEA)

Three groups of 34 learning disabled children (12 to 16 years old) and one control group of normal readers were asked to retain verbal material across distrator intervals ranging from 9 to 24 seconds. LD children's retention of verbal material is more susceptible to interference from similar material than normals. (Author)

Presents two experiments designed to evaluate how subjects represent and process logical quantifiers in sentences considering verbal string, abstract propositional and abstract analog as models for quantifier memory. Results show that quantifier memory depends on propositional and verbal string information but not analog. (Author/BK)

After studying photographs of real-world scenes, kindergartners, fourth graders, and adults were tested on their recognition memory in the landmark-in-context condition. For testing, the original scenes were paired with three types of foils: different landmark/different context, different landmark/original context, and original landmark/different…