From this study of kindergarten children, the author concludes that drawing should be recognized as an important educational activity that helps children to learn and remember the visual characteristics of the figures they draw, and that it does so more effectively than does mere observation or tracing of those figures. (Author/SJL)

A grouping task revealed a chronological progression: color and form determined the 4-year-old children's grouping about equally; form dominated in the 5-year-olds; and 9-year-olds grouped primarily by conceptual attributes. Performance on a memory task showed the developmental shift from color to form to concept, while cued recall showed…

Results as a whole did not support the hypothesis that poor readers show deficits in selective attention relative to age-matched normal readers. (RH)

Examines life-span developmental differences in spontaneous integration of semantically relevant material presented in pictures and sentences. Elementary school students, high school students, and adults were tested. (Author/SS)

Findings suggested that a deficit in auditory memory rather than cross-modal perception appears to be a factor in poor reading comprehension. (Author/DLS)

Findings suggest memory deficits of educable mentally retarded (EMR) individuals cannot be completely attributed to a production deficiency involving failure to use spontaneously mnemonic strategies consistent with semantic organization. Normal and EMR individuals differ in verbal ability and achievement as well as in using plans to organize…

Compared the effects of memory and growth training groups on memory complaints, memory performance, and affective status in the community elderly. Results indicated that both training groups significantly reduced concerns about memory and resulted in improved memory performance. (Author)

The dicto-comp, an exercise consisting of a passage to be read several times by the student and then reproduced, usually taps a student's ability to write dictation and composition. Here the emphasis is on composition rather than auditory memory expansion, with the idea that each dicto-comp has a specific teaching point to convey. (PJM)

Three experiments on the coding and retention of kinesthetic (movement-generated) information were performed on two groups of mildly retarded children varying in mental age. (Author/DLS)

A study used two-dimensional recall to identify the units of recall in the process of remembering, in order to investigate the correspondence of experimentally identified memory units to theoretically defined propositional units, and the correspondence of recall organization to story schema. (Author/AM)

The relationship between current information processing and prior associative theories of human and animal learning, memory, and amnesia are discussed. The paper focuses on the two components of the amnesic syndrome, retrograde amnesia and anterograde amnesia. A neural theory of chunking and consolidation is proposed. (Author/RD)

The cascade model of information processing is compatible with the relation between time and accuracy in speed-accuracy trade-off experiments. Findings regarding the additive factors methods led to reexamination of conclusions drawn from several studies about the locus of perceptual and attentional effects on processing. (Author/RD)

Draws upon recent publications dealing with brain function (particularly F. Vester, "Denken, Lernen, Vergessen", Munich, 1978) for ideas for foreign language teaching. These include constant use of the foreign language in the classroom, frequent repetition, and avoidance of false associations by explanation in the native language.…

Performance on a 10-digit task distinguished aged impaired subjects from normals. When subjects were required to dial the series on a telephone apparatus rather than to report it verbally, differences were maximized. Under this condition, aged unimpaired subjects performed at a significantly lower level than young normals. (Author/BEF)

The paper deals with the effects of general experiences and specific educational practices on the structure and functioning of the central nervous system. (CL)