Research supported by a grant from the U.S. Office of Education. (RS)

Study was carried out to examine the feasibility of identifying by a short test whether or not any particular profoundly deaf school child uses a speech code in short-term memory for verbal material. (Author)

It was concluded that pictures are encoded differently depending on task expectation. Parallel access of visual and semantic memory codes occurs; but when recognition is expected, a visual cue provides faster access, and when expecting recall, verbal access is more efficient. (Author)

This study compares the free recall of small common objects as perceptual stimuli in normal male and female children of two age levels (8 years and 12 years). The data show that girls are superior to boys in free recall, and with increasing age, capacity to recall increases. Eight-year-olds evidence clustering in their organized recall of concrete…

The effects of a networking learning strategy upon facilitating the learning of field-dependent students are investigated. Results indicate that the strategy improves learning behavior of the field dependents on list learning and spatial learning. Learning behavior of field independents and field dependents is also compared. (Author/AEF)

Five experiments investigated how completely and accurately adults remember the visual details of the common United States penny. Subjects had to draw a penny from unaided recall and select the correct representation of a penny. Performance was poor on all tasks. Implications for long-term memory models were discussed. (Author/RD)

A sample of school children, ages 7-11, was given a range of short-term memory tests to determine whether recall was optimised by aural or by visual stimuli presentation. Results showed that for both sexes and for each age group aural presentation was consistently superior to visual. (Author)

Describes the development of the capacity of encoding unfamiliar voices and compares this development with the development of the capacity for encoding faces. Subjects were 20 students from Massachusetts Institute of Technology, and 20 children aged 6 to 16. (MP)

The original impetus for this work was to characterize the extent to which olfactory experience can be incorporated into cognitive processes. The finding is that there is a respectable but limited verbal association learning and retention capability for odor stimuli in man. (Author)

The conjoint retention hypothesis (CRH) claims that students recall more text information when they study geographic maps in addition to text than when they study text alone, because the maps are encoded spatially (Kulhavy, Lee, & Caterino, 1985). This claim was recently challenged by Griffin and Robinson (2000), who found no advantage for maps…

A novel attentional capture effect is reported in which visual-verbal serial recall was disrupted if a single deviation in the interstimulus interval occurred within otherwise regularly presented task-irrelevant spoken items. The degree of disruption was the same whether the temporal deviant was embedded in a sequence made up of a repeating item…

This study was designed to examine factors associated with literal interpretations of homonyms. Participants were 212 second graders, ages 7;0-8;11, who listened to a story containing 16 key words. The key words were homonymous words ("pseudo-homonyms"), nonsense words, or familiar words used accurately. While listening to the story, children…

For 15 years an ongoing research project at the University of Pittsburgh has focused on the effects of variations in visual complexity and color on the storage and retrieval of visual information by learners. Research has shown that visual materials facilitate instruction, but has not fully delineated the interactions of visual complexity and…

The nature of the memory representation of two types of information in picture stories is examined: surface information, arising directly from pictures, and conceptual information, inferred from connecting pictures into a story. (CHK)

Recall performance of 5-, and 8-year-old children under distracting conditions was found to be inferior to recall performance under nondistracting conditions. Discussed are the similar degrees of performance differences for both age groups, the effectiveness of the distractors used, and evidence that the children adapted to the extraneous…