Compared immediate ordered memory for words in poor readers and normal readers. Items (manipulated in word length and phonological similarity) were presented either auditorily or visually. Results suggested that phonological coding and rehearsal occur to the same extent in poor and normal readers with both presentations, but absolute performance…

Various aspects of iconic memory have been studied in the past. Two tachistoscopic experiments were conducted to examine how legibility of a stimulus affects a subject's ability to recall brief visual presentation. The studies used letter arrays set in four different typefaces (Helvetica, Cooper Black Outline, Electronic, Old English). In the…

The present study was designed to identify sources of information in the human face and to determine how this information is processed by young children in solving problems. (ST)

The findings of this study indicated that induced imagery facilitated correct shape reproduction in 8-year-olds better than induced verbalization. (JMB)

One hundred undergraduates learned lists of high- or low-imagery nouns in one column (ungrouped) or in three columns (grouped). Grouped-list recall was significantly greater than ungrouped on the third and fourth trials. Spatial grouping seems to provide important cues which are independent of the words learned or imagery level. (Author/CM)

With the use of a probe-type serial memory task, hearing and deaf children matched on chronological age, IQ, and sex were randomly assigned to named, unnamed, or dactylo-kinesthetic (finger spelled) stimulus pretraining conditions and compared on subsequent recall performance. (Author/MP)

Studies the allocation of attention of 100 four- and five-year-olds on a selective attention task. Results suggest that preschoolers are capable of using selective strategies when the task is made meaningful by the inclusion of a familiar script that provides supportive cognitive context. (RJC)

Three experiments investigated effectiveness of activity outcomes as 5- to 7-year-olds' memory cues. Outcomes either were maintained during activity and preserved in the end product, or "disappeared" during activity and transformed in the end product. Findings indicated that memory for the activity varied with cue condition and with…

The purpose of this study was to examine the impact of visual and auditory presentational features on young children's selection and memory for verbally presented content. Assessed as a function of action and sound were preschool children's preferential selection and recall of words presented in a computer microworld. A computer microworld…

Twelve moderately retarded children were trained on 2-choice visual discrimination problems with interpolation of another item between training and retention tests. Results indicated that well-learned items are rehearsed less. (SBT)

Recognition memory performances of preschool children were compared in nine combinations of visual-only, verbal-only, and combined visual-verbal presentation test conditions. Subjects generally performed at a high level of correct responding. Verbal-only presentation resulted in less correct recognition than did either visual-only or combined…

Four experiments are reported which employ a recall-reaction time paradigm. The experiments are designed to establish the baseline effects in the paradigm, determine which of these effects should be attributed to the retrieval stage of processing and investigate the effect of semantic memory in this task. (Author/DEP)

Fifth grade students completed ten trials of recalling familiar nouns plus two summary trials. Alpha factor analysis indicated that the measurement procedures may be conceived of as derived from a single domain and the use of a summary trial was a simple way to increase the generalizability of a particular measurement procedure. (Author/DEP)