Purpose of the present study was to test for both forward and backward effects of inserted questions, and to determine the conditions under which each is most effective. (Authors)

This article is a rejoinder on comments, by several contributers, on an article concerning encounter groups written for this same issue by William Coulson. (CJ)

High school students studied a brief history text, then either took a test on the passage, spent equivalent time reviewing, or went to an unrelated task. A test given two weeks later indicated that the test condition resulted in better retention than either the review or control conditions. (Author/GK)

Examines the relationship of study techniques and test-taking strategies to success on the "O" level of the British General Certificate of Education (GCE) examination. Findings showed that teachers and students felt that course reviews, including study of past examinations, was the best preparation. (AM)

Presented are 61 warm-up activities and games to help children get acquainted, review basic skills, and "get back in gear" after summer vacation. (SJL)

A poem reviewing the plot of "Macbeth" is a sample of what teachers and students can create as a review exercise before examinations. (RL)

Two experiments were performed to determine whether questions inserted after prose passages initiate reviews which facilitate retention of the information in memory. Results suggest that the backward review is not attributed to a retrieval phenomenon but to a strengthening of memory traces at the time of the probe. (Author/GK)

Discusses some prominent applications available today for most microcomputer systems, including: teaching computing to all students, the computer as a problem solving tool, games, drill and practice, simulation, and testing. (Author)

Presents and reviews Piaget's recent work on equilibration. (BD)

Presents a mathematics review game appropriate for middle school or high school students that requires all students to participate. (Author/NB)

Seven experiments involving a total of 203 college students explored a form of object-specific priming and established a robust object-specific benefit that indicates that a new stimulus will be named faster if it physically matches a previous stimulus seen as part of the same perceptual object. (SLD)