Objective: This research investigated the cognitive abilities and the working memory in children and youngsters with three different types of attention-deficit/hyperactivity disorder (ADHD): (a) mainly with attention-deficit, (b) hyperactive and impulsive, and (c) combined. Method: A computerized test called Infant Cognitive Abilities Test, which…

This study sought to determine a useful frequency for refreshing students' memories of complex procedures that involved a formal computer language. Students were required to execute the Microsoft Disc Operating System (MS-DOS) commands for "copy,""backup," and "restore." A total of 126 college students enrolled in six…

The purpose of this study was to gather further insight into a previous investigation of the relationship between self-chosen and program-controlled segment length of an interactive videodisk program, and performance on post- and retention tests. The initial study by Verhagen, which questioned what is the optimum length of well-designed…

Noting that although some children read aloud with apparent fluency, they fail to understand fully or remember connected discourse, this book brings together research on children who have a specific comprehension deficit. The book first provides an introduction and overview of adult and child text comprehension, and then describes the research.…

The interaction of emotion and cognition has received experimental attention, but the results have generally been weak and sometimes contradictory. Why this work on mood and memory has faltered is discussed, and a more holistic approach to the study of emotion and cognition is proposed. It is argued that a constructivist approach to memory may be…

The proposals concerning working memory outlined in this paper involve the architecture of working memory, the reasoning mechanisms that draw on it, and the ways in which working memory may develop with age. Ways of assessing task demands and children's working memory capacities are also considered. It is noted that there is long-standing evidence…

This paper discusses two related areas in which recent advancements in cognitive science and educational technology may affect instructional design theory. These are: (1) the analysis of information-to-be-learned; and (2) the linkage of learning theory to instructional prescriptions. The first area proposes extensions to current methods of…

Knowledge representations and mental models from graphically presented information were investigated for 98 college students with different levels of mathematics experience. The subjects were drawn from a remedial algebra course (n=35), a second semester calculus course (n=35), and a calculus-based statistics course (n=28); they were all exposed…

Three experiments were conducted, all employing undergraduates in college courses taught according to personalized system of instruction (PSI) principles. Experiment I examined retention as a function of the feedback delay interval in an introductory anthropology course using short-answer essay tests. Experiment II varied the feedback delay…

A study investigated developments in reasoning and memory as reflected by the discovery strategies of children taking part in a manipulative categorization and recall task. A total of 40 children (8 each of 18, 24, 30, 36, and 42 months of age) participated. Stimulus materials consisting of blocks, toy plates, discs, and plastic trees were…

More than 100 college students enrolled in a reading and study skills course participated in a study designed to show the effects of retrieval speed on adult reading comprehension. A microcomputer version of the Posner task was used to measure memory retrieval speed, and reading and listening comprehension were measured from McCall-Crabbs…

A task required subjects to make a word-nonword decision to visually presented items--words with a high or low number of meanings or lawful nonwords. Words with several meanings produced shorter decision times, indicating that words with multiple meanings have multiple memory entries. (CHK)

An exploration of age-related characteristics of children's personal categorizing schemes and relationships between free recall clustering (measured in reference to these schemes), and the number of items recalled. The 60 subjects were from five grade levels: 1, 4, 7, 10 and college. (Author/SDH)

This paper outlines several properties of internal representational models (IRMs) and offers terminology that may help to differentiate the models. Properties of IRMs include focus, memory systems, content, cognitive function, "metastructure," quality of attachment, behavioral strategies, and attitude toward attachment. An IRM focuses on…