To measure how the complexity of a television image affects the viewer's ability to identify or recognize visual details within the image, two coders rated the form complexity of 30 public service announcements, basing their evaluation on the familiarity of the images in the announcements, the rate at which they presented new information, and the…

Twenty male and 20 female first graders were trained in a paired-associates (PA) learning task to test the hypothesis that instructions to generate interactive mental images of word referents and interactive imagery training administered prior to PA learning facilitate cued recall. Subjects were randomly assigned to one of the following five…

Of particular interest to those exploring students' learning modalities is the relationship between the visual and auditory systems and reading recall. Among the findings of studies that have investigated this relationship are the following: (1) reading competency is dependent as much on auditory processing as on visual processing; (2) when visual…

To determine if imagery mediates memory for signs and words, 80 sign-language-fluent Ss -- half of whom were congenitally deaf and half of whom were normal-hearing -- were tested by varying the imagery values of stimuli. The relative efficacy of word and sign codes in processing and retrieving information was studied by systematically varying the…

A model was developed to account for similarities and differences between picture and word processing in a variety of semantic and episodic memory tasks. The model contains three levels of processing: low-level processing of the physical characteristics of externally presented pictures and words; an intermediate level where the low-level processor…

The effects of different levels of rehearsal quality on serial recall, over and above simple labeling, were studied in a sample of 104 kindergartners. Subjects were randomly assigned to four experimental conditions. In one condition the subject and experimenter rehearsed together; in a second condition only the experimenter rehearsed; in the third…

Several experiments involving approximately 130 6-year-old children were conducted to examine the effects of overt illustration on first graders' learning from oral prose. In all experiments, experimental Ss heard prose selections after or during which they illustrated selection content with plasticized figure cutouts and background scenes while…

First, third and fifth graders performed semantic acoustic and orthographic orienting activities to different words in a list. Their free recall of the words was tested after the orienting activity. The semantic task yielded better results than the other two which did not differ. (Author/MS)

The present research is concerned with an analysis of the relationship between stimulus learning and retention on the one hand, and concept learning on the other. (Author)

Examined is the effectiveness of three imagery learning strategies (copy, relational, and hierarchical) for acquiring different outcomes when individuals received visual instructional information varying in visual stimulus complexity. The hierarchical strategy was generally more effective in processing the different levels of information than the…

A system of precategorized acoustic storage has accounted for the recency effect obtained in the immediate serial recall of sequences of digits, consonants, or syllables. Four experiments in recall of word sequences investigated fit to this model. A system of postcategorical lexical storage was concluded to explain the results. (Author/RD)

A multirate mathematical model is presented to support the hypothesis that different types of information are lost from a memory trace at different rates. The model is validated by two experiments assessing the retention of pictures and of sentences at three different delays by cued recall. (Author/CP)

Three experiments examined kindergartners' and second graders' retention in the context of two distinctiveness manipulations, the von Restorff and bizarre imagery paradigms. Results showed that: older children retained more information from lists of pictures or interactive images over 3 weeks than younger; younger children failed to benefit from…

The current study developed a new paradigm to determine the age at which children begin to show the self-reference advantage in memory. Four-, 5-, and 10-year-olds studied lists of colourful object pictures presented together with self or other face image, and participants were asked to report aloud "who is pointing at the (object)."…

The short-term memory of 24 retarded and 24 nonretarded individuals, aged 10 to 14, under conditions of restricted cognitive strategy use was investigated. An attempt was made to determine whether short-term memory difficulties of persons with mental retardation are caused by deficits in voluntary cognitive strategies, such as the organization and…