This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining…

Under certain experimental conditions, it was affirmed more quickly that a word belonged to a large category than to a small one. This, in conjunction with other experiment results, contradicts predictions of previous theories of word meaning and supports a feature selection theory derived from Garner's critical realism position. (CHK)

Two experiments explore the activation of semantic information during spoken word recognition. Experiment 1 shows that as the name of an object unfolds (e.g., lock), eye movements are drawn to pictorial representations of both the named object and semantically related objects (e.g., key). Experiment 2 shows that objects semantically related to an…

Results are reported which show that the facilitating effect of recall on recognition is quite substantial. (AM)

If a series of verbal units is presented for study, and if a unit occurs two or more times in the series, the practice schedule for these multiple occurrences may be massed or distributed. In massed practice (MP) the item occupies adjacent positions; in distributed practice (DP) successive occurences are separated by at least one other unit. The…

Four experiments are reported which investigate isolation effects in free recall. (RM)

An experiment was conducted comparing judgment of recency (JOR) for line drawings and printed words representing common objects. In a mixed design, groups of 15 Ss were tested using either pictures or words at either of two presentation rates. (Editor)

Many theories of memory assume memory representations are abstract and exclude specific lexical information. Results of three experiments in this study suggest lexical information is present and persists in memory representations of meaning. A word-based theory of memory should be preferred over available theoretical alternatives. (CHK)

In Study 1, 4-year-olds avoided 2 names for an object when exposed to a common or a proper noun in a puppet's presence or to a common noun in a puppet's absence, but not when exposed to a proper noun in a puppet's absence. In Study 2, 3-year-olds avoided 2 names for an object when the requester for the referent of a second label in a different…

Describes four experiments of conditions under which irregular spelling or pronunciation influence two reading tasks--naming and lexical decision. Concludes that such irregularities only influence the reading of lower frequency words and that recognition of a large class of higher frequency words is insensitive to irregularities of spelling or…

Mentally retarded and nonretarded children (N=18 each) of equal mental age read lists of nine nouns presented simultaneously in a horizontal format. Recall of items when isolated was reliably higher than when not isolated for both groups. (Author/CL)

This study examined the influence of semantic consistency (meaningfulness) and anomaly on the learning of three types of syntactic pairs. The results showed that meaningful pairs are learned with fewer errors than anomalous pairs. (Author)