Adjective noun-noun word triplets were presented in an acquisition encoding context to second and fourth graders and college students to determine if they were compatible with trace information in memory and change with age. (HOD)

Two explanations of the levels effect in text memory were examined in two experiments. Results supported the predictions of the referential coherence formulation and failed to support the structural height account. (Author/LMO)

Research regarding cognitive strategies instruction is reviewed and implications for its use with mildly handicapped learners considered. Approaches to enhance performance in memory and attention; academic learning (mathematics, written language, and reading comprehension); and studying content material are described. (CL)

Presents reading activities for second language students to demonstrate how new vocabulary and concepts can be introduced and practiced in stimulating, meaningful way. Students also learn that facts within a story relate to what has been read and what will be read, and their knowledge and skill at problem-solving is more important than individual…

Using play-material scales, SES, age, and sex as predictor variables, this study employed regression against the subvariables of the McCarthy Scales of Children's Abilities of verbal, perceptual-performance, quantitative, memory, and motor abilities. Findings suggest that SES is predictive of verbal, quantitative, memory, and motor, while age is…

Coding of printed letters in a task of consonant recall was examined in relation to the level of success of prelingually and profoundly deaf young children. Results indicated that the success of good readers appears to be related to their ability to establish and make use of linguistically recoded representations of the language. (Author/CI)

Describes an investigation of the notion that sentence perception involves holding single clauses or propositions in a temporary buffer. Concludes that this notion is false and that, instead, more recently presented or important material may become more accessible in memory as presentation of the sentence proceeds. (Author/SED)

Examines whether children of different reading abilities would benefit from a mnemonic imagery strategy in a prose-learning situation. Consistent with previous findings, mnemonic imagery students remembered more name/accomplishment information than did control students. (HOD)

The current study attempted to further clarify the relationship between speed and span by directly examining whether slower identification of item information is the source of memory span difficulties in learning disabled children. Results indicated that span performance varied directly with naming speed. (Author/LMO)

Reports on research which tested individuals (N=773) for their memory of Spanish learned in high school or college. Data suggest that knowledge is retained and can be accessed 25 to 50 years later, and that what happens during learning, not periodic practice after schooling ends, is critical for long-term memory. (JN)

The effects of text-provided aids on readers' understanding of scientific passages are discussed. Two techniques are pretraining on definitions and signaling. In the experiments, subjects read a scientific passage with either definitions pretraining, signaling, both, or neither. Results indicated these techniques helped readers build mental models…

Describes a poetry workshop in which the teachers intended to teach the students but instead found themselves learning with the students. Discusses the importance of elder poets' use of reminiscence and relationships. Techniques that were used, such as audiotaping and discussion of poems, and formula stems are explained. (CT)

Hypothesizes that overloading the working memory may leave no space for thought and organization such that faulty (or even no) learning takes place. Provides examples of this hypothesis and possible remedies. These remedies focus on design of laboratory manuals and equipment and on curriculum content order. (JN)

Cognitive and educational psychology have much to offer in developing strategies for efficient learning and memory. How mnemonic skills were taught in continuing education and in introductory college-level cognitive psychology courses is described. (RM)

In three experiments, differences between good and poor writers were examined on six cognitive-processing tasks: ordered letters, ironic memory, letter reordering, word reordering, sentence reordering, and paragraph assembly. Both college and high school students were studied. Significant differences were found in abilities to hold and…