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A review of studies using correlational statistical procedures to examine the relationship of reading to measures of auditory discrimination, memory, blending, and auditory-visual integration is presented. The consensus of this research suggests that the auditory skills are not sufficiently related to reading to be particularly useful for school practice. The conclusions provide information regarding the desirability of training these skills with the aim of increasing reading ability. The direction future research must take to further explore the relation of other auditory variables to reading is indicated. [ABSTRACT FROM AUTHOR]

This article presents a review on the psychological theory as a determiner of experimental pattern in child study. The combination of inadequate theoretical grounding and social urgency has resulted in overgeneralization and inappropriate generalization of research. A methodological study involving introductory psychology students found that the order of requesting memories determined whether more pleasant or unpleasant memories were recalled. They also demonstrated that the primary factor in recall seemed to be intensity, where the more intense experiences, regardless of their pleasant or unpleasant nature, were recalled earlier than less intense experiences. The childhood memory area had produced results which support moderately the psychoanalytic conceptions of infantile amnesia and repressions; but the degree of fit manifested must be viewed skeptically due to common methodological errors.

This article presents a list of papers related to learning disability published in various journals. Some of the papers listed are, "Aphasic Performance on Visual Tracking Program," by Elisabeth H. Wiig and Patricia H. Smith, "High Voltage, Slow Wave Induced by Short-Chain Fatty Acids With Special Reference to Sleep Rhythm," by A. Hoshi, "Sensory and Active Storage of Compound Visual and Auditory Stimuli," by N.E.A. Kroll, S.R. Parkinson and T.E. Parks, "Field Studies in Foreign Cultures: A Cautionary Note on Methodological Difficulties," by David Yau-fai Ho, "Analysis of Component Variance: Block Designs and Repeated Measures," by Philip B. Ender and Samuel R. Pinneau, "Recognition Memory for Perceptually Similar Pictures in Preschool Children," by A.L. Brown and J.C. Campione, "Effects of Age of School Entrance on Intelligence," by G.J. Anderson and J.P. Hanrahan, "Differential Aspects of Attention in Braindamaged Persons," by Leonard Diller and Joseph Weinberg, "Correlation Between Unit Activity and the Components of Cortical Seizure Discharge," by T. Fukuta, and others.

A reanalysis is given of data presented by Gillmore in which a paired-item design permitted differentiation between reliability and communality. This analysis yielded results "inconsistent" with traditional reliability theory. A new model based on assumptions about memory is presented which fits Gillmore's data. The implications of this theory are indicated for reliability artifacts, measurement, factor analysis, and the measurement of change. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the performance of patients with unilateral hemisphere damage in immediate and delayed recognition of meaningless visual patterns (scrawls). In both tasks the group with right hemisphere damage was found to be inferior. The impairment was considered to reflect a hemispheric asymmetry in perception, which is apparent whenever subtle visual discrimination is required. The assumption that the right hemisphere plays a role in certain types of memory processes was not confirmed. [ABSTRACT FROM AUTHOR]

This study explores the relationships between visuo-spatial and visuo-motor memory for designs and other sensori-motor and psycholinguistic variables (ITPA). Fifty third-grade children were given a multiple choice answer (non-motor) memory for designs test, the scoring categories being correct original, mirror image, simplified design, rotated design, fragmented design, out of proportion design, complicated design and symmetrical design. These matched a similar classification of' the Graham-Kendall Memory for Designs Test answers. The results tentatively indicated that the variables on the two tests could not be equated, some indicating slow visuo-spatial development while others suggested neurological dysfunction. Both these syndromes were associated with left-handedness. Rotated drawings (MFD) were associated with right-handedness, and were more frequently drawn by girls. [ABSTRACT FROM AUTHOR]

In that extraordinary work, "Les enfants anormaux" (Binet and Simon, 1907), Alfred Binet already emphasized how frequently children of "weaker mind" resemble in certain respects large numbers of mentally normal children. Binet had little faith in vague concepts such as "memory" and suggested rather that various types of mental activity, which at first appear quite similar, be carefully discriminated. By means of brief but ingenious tests, Binet succeeded in discovering a mode of intellection called "sensorial" which is operative among both the deficient and the normal, as well as another mode wherein judgment is the dominant element and whereof the deficient seem to be woefully deprived. [ABSTRACT FROM AUTHOR]

Memory can be tested for two kinds of sentence content after reading: a) reproductive content, which repeats relationships asserted in text sentences, and b) productive content, which asserts relationships among items from different sentences. Inappropriate ordering of sentences should impair productive memory, but not reproductive, because the ordering only influences relationships between sentences. Results from 48 college Ss confirmed this prediction. Two kinds of tests were given after reading: a) free recall, and b) recognition (which did not require relating items in memory). Free-recall indicated differences between reproductive and productive memory, recognition tests indicated none. Apparently, establishing remote relations, during reading or from memory, requires explicit evaluation of all possible relations. In line with this hypothesis, both reproductive and productive memory increased with the number of conclusions verified from the texts. [ABSTRACT FROM AUTHOR]

The article seeks to determine whether the developing concerns of small groups of prospective teachers can be conceptualized in some applicable way. It is noted that student learning and memory are closely tied to motivation, and so students usually learn what they want to learn but often have great difficulty in learning the material which does not interest them. Most of the teachers need to determine that not all students are profoundly interested in everything teachers want to teach them.

The authors look at the problem of response error in research. Some of the work that has been done on response error are reviewed, and areas which have not received the proper attention are pointed out. For a number of years research people have been interested in the problem of estimating sampling errors. For a time, the attainment of reasonable accuracy in this area seemed to be sufficient, but gradually it was realized that errors arising in the non sampling area were equally important. One of the pioneering studies on memory error was that done in the early 1930's by Read Bain at Miami University. He was interested in getting data from his students which might be of value in the discussion of vocational problems. This stability of response is not a problem limited solely to formalized types of questionnaires, but also occurs in the area of observation. The Institute of Human Relations at Yale University has used motion pictures to study technical problems which cannot be solved adequately by data from life situations.

The relationship between rate of learning and long-term retention was studied in 46 children with severe reading disability who were receiving individual tutoring in reading. The majority of individual learning curves showed a characteristic pattern of initial, acceleration folio wed by gradual deceleration. There was very little change in rank order after the sixth lesson at each level of difficulty. The majority of these children showed learning curves qualitatively similar to normal children. Rank order correlations between learning rate and three measures of retention ranged between .54 to .94. Since individual differences in retention have been shown to be a function of degree of learning, these results suggest that learning rate could be used as a basis for determining degree of original learning. [ABSTRACT FROM AUTHOR]

This article focuses on the studies of the retention of verbal information consisting of at least two related sentences, or what is commonly called connected discourse. Both prose and oral discourse are included in this category. A very large body of literature has been amassed on the retention of sentences, words and nonsense syllables. Researchers feel that connected discourse possesses characteristics that make it qualitatively different from the simpler types of verbal information.

This article focuses on the structural aspects of human memory and some of its educational implications. The discussion is largely based on studies using typical verbal learning paradigms, reaction time studies and experiments on information processing using a tachistoscope. A brief review of literature on structural aspects of human memory indicated that the weight of the evidence is in favor of a multiple storage system comprised of the sensory storage or register, a short term store and a long term store.

This article presents information on various studies related to school counselors. It also contain a few reports of studies to evaluate special programs for superior students. In a study researchers identified five types of intellectual operations: cognition, memory, divergent thinking, convergent thinking and evaluation. A number of writers have directed their attention to personality characteristics of superior students. A study showed that among a small group of students who were superior in high school but received failing grades in college the incidence of vague and poorly defined life and career goals was about four times as great as it was among a comparison group of superior students who were successful in college. Superior students have been studied by educational researchers for many years. The researchers data indicated that intelligence test performance was related to social class and to parents' level of education but not to the health of the subjects or the marital status of their parents.

The article discusses the influence of existing cognitive structure on learning and retention of meaningful verbal learning. The author of the article asserts that rotely learned materials are organized in cognitive structure and thus conform to different principles of learning and forgetting. It is believed that the stability of meaningful material is initially enhanced by anchorage to relevant conceptual foci in the learner's cognitive structure. In addition, the author stresses that the advances in the many fields of education have been predicated on the assumption that efficient learning and functional retention of ideas and information are largely dependent upon the adequacy of an individual's cognitive structure.

The research investigated the effects of vocal labeling on short-term memory with two MA levels of deaf and hearing children. The purpose of the investigation was to determine the nature of the interaction among vocal labels, age levels, and a design arrangement task. It was found that 6 year old deaf and hearing children performed the same while 9 year old hearing children showed better recall than their deal peers, with and without vocal labels. For the deaf, vocal labeling tended to have an interfering effect at the older levels, in part because of the competing stimuli in vocal auditory and visual-motor responses. [ABSTRACT FROM AUTHOR]

The results of this research study on 50 third grade children indicate that spatial ability and mirror imaging are right hemisphere activities, while some auditory memory functions are associated with the right temporal lobe. Two types of inefficient brains were very tentatively identified, one having a maturational lag and the other a minimal neurological dysfunction. Tests of learned and unlearned handedness indicated that laterality is a much more complex phenomenon than is traditionally assumed. [ABSTRACT FROM AUTHOR]