First- and third-grade children were tested under six different instruction conditions which varied in how explicitly they cued a rehearsal strategy in a self-paced sequential-memory task. The type of strategy adopted was monitored with study time and overt verbalization measures. (JMB)

Twenty-eight learning disabled children, 6 1/2 years of age, who lacked skills and maturity for first grade placement, were tested randomly, assigned to groups, and trained either in a sequence of activities to improve grouping and memory strategies (experimentals) or in a specialized program of art experiences (controls). (MC)

Reviews concepts proposed by researchers in linguistics, psychology, philosophy, and artificial intelligence, who have applied their knowledge and skills to the study of human information processing--i.e., memory content, storage, encoding, and retrieval. Guidelines derived from theory for use by instructional designers and subject specialists in…

The ability to recall correctly ordered information was examined using two auditory tasks (narrative recall and digit span) and a nonverbal, visual task, with 47 individuals with Down's syndrome (ages 5 to 20) and 47 mentally aged-matched children. Although Down's syndrome subjects recalled less information than controls, no differences in the…

A battery of tests requiring sequential responses, including WISC Digit Span, WISC Picture Arrangement, ITPA Digits, and ITPA Visual Motor Sequencing, was administered to 114 children. Fifty-seven children ranging in age from 6.6 to 13.7 years were clients referred to a reading clinic for diagnosis of reading difficulties; the other 57 were…

In this paper, we demonstrate nondeclarative sequence learning in mice using an animal analog of the human serial reaction time task (SRT) that uses a within-group comparison of behavior in response to a repeating sequence versus a random sequence. Ten female B6CBA mice performed eleven 96-trial sessions containing 24 repetitions of a 4-trial…

Research findings on auditory sequencing and auditory blending and fusion, auditory-visual integration, and language patterns are presented in support of the Linguistic Auditory Memory Patterns (LAMP) program. LAMP consists of 100 developmental lessons for young students with learning disabilities or language problems. The lessons are included in…

Two experiments tested what happens to learning performance as serial location of a word list is removed as a consistent source of associations across trials. Serial recall produced a stable level of performance and little learning. Serial recall learning may require certain memory factors in combination. (CHK)

A battery of memory tests was administered to 243 male university students. Factor analysis with oblique rotation of factors revealed five factors: (1) associative memory (particularly important in paired-associate tests), (2) short-term visual memory (the ability to derive information from briefly presented visual displays), (3) meaningful memory…

A correspondence exists between a simplified data collection method employing results from a post test for graphic skills in kinematics, and a rigourous validation method. Examination of test responses for discrepant instances yielded further information of value. Hierarchical patterns of learning and remembering are identical. (Author/CP)

Research based on author's master thesis and supported by funds from the National Science Foundation. (DS)

This series of four experiments on children's causal sequences was directed at: (1) extending Brown's research on temporal ordering to causal relationships portrayed in picture sequences; (2) investigating the developmental progression of skills involved in understanding and remembering sequences; and (3) examining the development of reversible…