The article examines which structure-of-intellect abilities are involved in readiness for arithmetic learning and how they relate to J. Piaget's constructs and analyzes six standardized arithmetic achievement tests. (PHR)

Tested the hypotheses that errors of ommission would occur more frequently than errors of commission and errors would be related to stimulus complexity. A total of 48 children from grades 1 and 3 were given a memory task (involving visual and haptic memory) for recognition of random polygons. (MS)

A total of 84 Israeli middle- and upper-middle-class nursery school, second and fifth grade children were subjects for a study investigating parallel shifts in dimensional salience and the dominance of these dimensions as organizing principles in memory. (MS)

In Experiment one, 48 students in second, seventh and twelfth grades performed a recognition task in two sessions. In Experiment two, 16 second and 16 twelfth graders were subject to two response conditions, naming and recognition. (MS)

Sixty kindergarten, sixty second grade, and sixty fourth grade students performed several memory tasks under one of six conditions. The conditions differed as to the method of presentation of information. The study focused on developmental changes in children's use of verbal, nonverbal, and spatial-positional cues for memory. (Editor)

The notion of strength is defined in several alternative ways for chains of associations connected in series and in parallel. Network strength theory is extended to handle retrieval dynamics for a network of associations, in a manner that permits various degrees of serial versus parallel manner that permits various degrees of serial versus…

The results of two experiments were generally in substantial agreement with the idea that part-list cues or context words exert their damaging effect by competing with target words at retrieval. (Editor)

Available from: Journal of Pediatric Psychology, Child Study Center, 1100 N.E. 13th Street, Oklahoma City, Oklahoma 73117. Reviewed is previous research demonstrating that intellectual impairment, neuropsychological deficits, and emotional disturbance are among the effects of closed head injury in children and adolescents. (IM)

Reviews development of rehearsal and organizational strategies based on cross-sectional and longitudinal research, focusing on the Munich Longitudinal Study. Found that longitudinal data reveal greater individual variability in strategy acquisition, suggesting that canonical development patterns inferred from cross-sectional studies obfuscate…

Possibilities for nurturing and supporting an ethical practice of witnessing in the context of informal and school-based communities of memory are explored, and suggestions are made for developing a principled way to decide what to retell or pass on when teaching about historical events of trauma. (SLD)

Education and entertainment both seek to create memorable events. This article explores memory enhancement techniques in each field, the potential role of multimedia in these techniques, determining appropriate and inappropriate merging of education with the emotionalism of entertainment, and assessing one's options for edutainment purchases.…

This article discusses principles of cognitive elaboration which can help students retain and recall information. Eleven elaborative methods are described, including transformational and situational methods at the microlevel and generality and general-to-detailed methods at the macrolevel. Implications for teachers working with students with…

Identified social schema by correlating memories of problematic encounters with self-esteem for 84 adolescents and adults. Found that adolescent self-esteem is localized in relationships with peers rather than parents and is based on different relational schema for females compared with males, suggesting need for preventive interventions to…

Examined memory functions in individuals with and without autism. Found that the group with autism performed significantly worse than the nonautistic group on temporal order memory, source memory, supraspan free recall, working memory and executive function but not on short- and long-term recognition, cued recall, or new learning ability. (MOK)

Examined the associations among speech perception, phonological awareness, naming speed, verbal memory, and word reading. Multiple measures were administered to 136 3rd- and 4th-grade children. Results indicated that naming speed was particularly highly associated with speech perception, whereas phonological awareness was substantially correlated…