Reviews research on verbal labeling and shortTerm memory. (Author/WY)

This study was designed to analyze developmental differences in the rehearsal strategies of 60 subjects of three age groups. Data revealed significant age differences in recall. Fifth and eighth graders tended to repeat stimulus words immediately after presentation while adults tended to reenter items for additional rehearsal. (LLK)

Results of this experiment suggest that specific encoding of a word is not a necessary condition for cue effectiveness. Results imply that the effect of a nominal fragrance cue arises through the mediation of a functional, implicitly generated semantic cue. (Author/SW)

Twenty learning disabled (LD) students (9-12 years) with normal verbal IQs performed better on elaborated paired associate learning tasks than 20 LD Ss (10-12 years) with lower verbal IQs. (CL)

This experiment examined the possibility that deficient rehearsal is responsible for poor learning in children with learning disabilities by comparing single-trial immediate and delayed free recall of learning disabled children and children with no such disability. (Author/SB)

Experiment 1 showed that four-year-old children memorized a list of non-rhyming items better than a list of rhyming ones. In Experiment 2, bilingual children learned a list of items which had rhyming names in one language and non-rhyming names in the other. Results showed better performance on the non-rhyming items. (JMB)

Ninety children in third and fourth grade were assessed on a hierarchical class inclusion task. Scores were trichotomized, and children from each level were randomly assigned to one of three cueing conditions (no cues, two superordinate cues, six subordinate cues). Subjects were administered a recall task of categorized words and "new" words…

Evaluates the findings and measurement techniques about the incidence and role of internal speech in the information processing abilities of preschool and primary-grade children. (RL)

Supports previous findings that preschool children evidence significant amounts of subvocal speech, and that a significant relationship between recall and subvocal speech exists for boys but not for girls. (RL)

Two experiments were conducted to assess the effects of elaborated presentation on noun-pair retention. A 2 x 2 factorial design was used with aural-verbal presentation (standard versus elaborated) and visual-pictorial presentation (standard versus elaborated). Subjects for one experiment were 64 second-grade children from a Mexican-American…