Tests the notion that activation in children's semantic memory might best be considered in terms of both between-item and within-item elaboration. Subjects were 192 second, fourth, and sixth graders. (MP)

A variety of dynamic television related classroom activities involving reading, writing, and arithmetic skills encourage a broader use of thinking skills. Such activities support instructional goals set for students and promote television literacy. (CJ)

The semantic memory search process was examined in second graders (N=30) under an induced imagery and a control condition. (MP)

Developmental differences in the allocation of processing capacity were examined in 32 second and sixth graders and 32 college students. (MP)

This study examines an extreme case of the influence of motives on memory. Eight-year-old children judged which of two sentences had been read to them 10 days earlier for 20 sentence pairs. (CM)

In this study of second and fifth graders, story relevant pictures and subject generated images were presented to determine the kind of story information likely to be enhanced by real and imagined pictures. Results indicate that central and peripheral information was facilitated by visual illustrations, primarily the former. (JEG)

The authors concede that thinking strategies are important, but argue that instruction in these strategies may not be warranted. (MK)

The author defends the teaching of thinking strategies. (MK)

A general discussion of thinking strategies is given and researchable questions related to thinking strategies are presented. (MK)

Presents a model of the way children process television advertising. (Author/RL)

One girl's achievements in pattern-making are related with the intent of examining the way children think and the character and quality of the intellectual growth. (MP)

A total of 45 fifth grade students were the subjects of an experiment offering support for a component of learning strategy (memory imagery). Various theoretical explanations of the image-tracing phenomenon are considered, including depth of processing, dual coding and frequency. (MS)

Illustrates a strategic-process perspective toward reading skill development, discusses cognitive research related to early reading processes, and relates the perspective to a variety of research on the early reading period (grades one to six). (JM)

Children with arithmetic learning disabilities (n=16) and normally achieving controls (n=16) in grades 3-5 were administered a battery of computerized tasks. Memory spans for both letters and digits were found to be smaller among the arithmetic learning disabled children. Implications for teaching are discussed. (Author/CMS)

Investigates the calculation strategies used by female students in Grades Two and Three to solve word problems. Findings indicate that students used three main intuitive models: (1) direct counting; (2) repeated addition; and (3) multiplicative operation. Concludes that children acquire an expanding repertoire of intuitive models and the model…