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The article focuses on the Wechsler Memory Scale (WMS) indices of brain pathology. Few studies that explored the predictive validities of various techniques of WMS sub-test analysis for the purpose of identifying samples with organic brain pathology have been reported. Perhaps the main reason is that no scale scores are provided, which would be essential for the analysis of sub-test skill variability. Consequently, it is difficult to demonstrate that a sample has or has not specific cognitive difficulties on the WMS that may be typical of brain pathology.

Research in learning and retention was examined in an effort to extract possible implications and practices which teachers might employ with retarded children to improve their attention and/or ability to retain information. Special emphasis was given to methods of holding attention, mediation of information, and the value of overlearning. The presence of a short term memory deficit is noted and methods are suggested for dealing with this. [ABSTRACT FROM AUTHOR]

The article discusses an extension of Wechsler memory scale norms to lower age groups. Wechsler introduced the Wechsler Memory Scale (WMS), which was designed to detect special memory defects in individuals with specific brain injuries. Since the publication of the scale, relatively little research has been done using the WMS, and the few studies that have been conducted have produced rather disappointing results. Cohen Howard and Parker found in most cases that the scale did not discriminate between various clinical groups. In fact, Parker suggested that memory quotients derived from WMS were not valid indices of memory ability.

The article discusses the psychometric structure of the Wechsler Memory Scale. The use of the Memory Quotient (MQ) as the single score derived from the Wechsler (10) Memory Scale (WMS) seems to be based on the assumption that the test is unidimensional. However, attempts by clinicians at pattern analysis to arrive at the differential diagnosis suggest that the test is treated as multidimensional. There is little evidence for either position. On the whole, the results of validation studies have been confusing and mostly negative, perhaps due to the fact that investigators proceed to validate the effectiveness of the test as a diagnostic tool without knowing its structure.

The article cites a study conducted at Harvard University, Cambridge, Massachusetts, concerning the variation of effect of the arbitrary and well-formed coding system to short term memory. Several experts have contended that language is a form of coding scheme that is consisting of different categories and rules for joining them together to form a linguistic system. The researchers made use of 16 bilingual persons that are fluent in both English and French. Result of the study yielded that there is indeed a significant distinction in terms of effect on the use of arbitrary or linguistically mixed lists.

This paper deals with practices and rules of evidence that were developed to assist courts in detecting faulty recollection and to safeguard the accuracy of testimony by testing the reliability of memory. Present memory, of whatever extent and quality, initially admissible, and is then subject to impressionistic tests or rule of thumb indices of its adequacy. Examination of memory processes is most usually directed to collateral matters and not to the process by which memory takes place. A free-ranging examination of memory production in relation to any events in any context is permitted, subject to the discretion of the court. Impeachment of the witness for failure of memory under any of the aforementioned tests is a matter of impression. The legal and courtroom consideration of memory is not restricted to absolute and unaided present recollection to be reflected in offered testimony. A person's past memory, duly recorded, is also admissible in evidence. It is presumed that there is an inverse relationship between the recollection of an event and the time of its occurrence. In general, however, a substantial psychological scope attaches to the evidence rules and practices governing the present and past memory of witnesses. The tracing of the stimulus to the memory event, testing the process of association, may offer some assurance of the proper functioning of memory and of a reliable product.

The article examines the role of strategic behavior in retardate memory. It is regarded that efficient performance on a variety of memory tasks depends on the effective use of certain plans. The authors stressed that immature information processor possess a limited repertoire of specific plans and that the systems may be related to developmental level.

The article describes the result of a recall, recognition, and matching test in average children and retarded children. The group of children were shown eight pairs of pictures to test their abilities. The result indicates that the recognition ability of retarded children is good though, their choosing abilities are lacking than the intellectually average children. It also shows that intelligence level affected performance on the recognition task.

The article presents a study that examines the rote learning and retention performance of educable mentally retarded and nonretarded children. Sixty retarded and nonretarded children were randomly assigned to three groups in order to learn a paired-associate task. Results showed that retarded children had inferior learning performance and a 24-hour retention deficit. Also, the analysis indicated that learning method influences the results of comparisons of rote learning and retention of the subjects.

The article focuses on the assessment of the interaction between several temporal factors and ability level within the context of a consolidation theory of memory storage. The results indicate a more rapid decline in the ability of the low intelligence quotient scales scores to retrieve a single association over time, but an increase in their ability to do so with an increase in the interval between two presentations of the same paired-associate. A final experiment indicates that the retention of both groups was facilitated by an increase in intertrial interval when four paired-associates were in the to-be-remembered list.

The article presents a study on sight vocabulary retention using the traditional method and auto-instructional method in retarded individuals. The traditional method involved the customary methods of instruction by the teachers while the auto-instructional by an automatic slide projector that paired the word and picture. The study shows good retention rates of the words in both method after one day but a difference on the succeeding days has favored the auto-instructional method.

The article discusses a study addressing the qualitative aspects of performance between mental defectives and normal children of comparable mental ages on memory-for-designs test performance. The task was scored in terms of total number of errors made and in terms of relative frequency of the type of errors. Results of the study indicate that some mental defectives show organic type of error while normal children whose overall level of performance on the task is the same do not.

The article presents a study that investigates long-term retention to paired-associate materials by both normal and mentally retarded children in Iowa. The researchers conducted the study to a group of normal and retarded subjects with the same mental age level and varied duration of learning and relearning process. They found no significant difference between the group in learning acquisition and both groups failed to differ in the amount retained after the time elapsed.

The article focuses on the interaction of perceptual, motor and memory functions in the visual retention test. The test is administered to several mentally retarded adults. It was found that the teats is difficult for such adults when administered in the conventional means. The test is not highly valid for measuring visual memory in retarded adults.

The article cites a study that aims to determine the characteristic differences in the errors committed by brain-damaged subjects over controlled subjects on a memory-for-designs task in Iowa. The study made use of 48 psychiatric patients from the neurological and neurosurgical services of Veterans Administration Hospital and University Hospital. Results of the study concluded that after undergoing a memory-for-designs test, the brain-damaged subjects committed more errors as compared to the controlled subjects. The researchers contend that the results were consistent with those of earlier findings and agreed on the clinical usefulness of the test in identifying cerebral pathology.

The article studies the effects of retention interval, stimulus exposure-time and IQ on the recognition ability of people with mental disabilities. Using the factorial design method, the combined effects of the three factors mentioned was determined. The result proves that IQ is related to recognition, confirming with two studies previously conducted which demonstrates that intelligence and exposure-time are directly related to one's ability to attain higher level of recognition.

Investigations are reported into the effects of variations in association level, word frequency and the presented associated group size on free recall, the associated groups being presented in both a blocked and a randomized fashion. In the blocked presentation recall efficiency increased with association level and was curvilinearly related to increasing presented group size; word frequency had no independent effect on recall but interacted with the variations in list structure to produce more efficient recall of the lists with larger presented groups of low-frequency words, and better recall of the lists with smaller presented groups of high-frequency words. In the randomized presentation recall facilitation with increasing association level was obtained but recall efficiency decreased with decreasing presented group size. These results are interpreted as being consistent with a coding process at input involving the use of categorized items and category labels, with the latter being necessary for the retrieval of the stored items. [ABSTRACT FROM AUTHOR]

Sixth-grade pupils worked through a linear program in one of two versions: (a) standard constructed-response format, and (b) straight text, requiring no active participation. The constructed-response group performed better on an objective criterion test. Subjects were tested either on the day following completion of training or one month later; scores on the immediate test were higher than those on the delayed test. For half the subjects, the program presented a review of previously learned material, and these subjects performed better than those for whom the material was new. There was a significant interaction between type of content and time of testing. An analysis of the actual gains made from the program showed rather similar results. There were a significant correlations between aptitude score and pretest score and between aptitude score and posttest score, but the correlation between aptitude score and gain score (difference between pretest and posttest scores) was not significant. [ABSTRACT FROM AUTHOR]

The article focuses on a study that examines the practicality of a group-administered memory span test for college-level students of English as a second language. The test consisted of 16 sentences. The sentence length was determined by the number of words being defined as segments of writing separated by spaces. Clause subordination as the principal criterion for syntactical complexity. A preliminary form of the test was administered to 34 foreign students attending the American Language Institute of Georgetown University in October 1968. The memory span ratings were correlated with scores on the two multiple-choice measures, the English Usage Test and the Listening Test. According to the author, the memory span test must be long enough to yield stable results and secure a broad range of scores, but still be short enough to maintain student concentration to the end. The study revealed that the memory span test has very definite limitations, and it would be most unwise to base important decisions about individuals on this one measure alone.

The article presents a study that assesses the task performance involving verbal learning and memory function, of elderly patients suffering from depressive illnesses. The pattern of performance of the depressed patients was compared both with patients with dementing processes and with remitted depressives, which are the same patients on recovery. Results revealed that the depressed patients showed some degree of learning defect, though less severe and affected fewer of the tasks than that of the dementing patients. Ill depressive patients made more omission error than well depressive, and the dements made more random errors and produced more false positives than the ill depressives. For logical memory, the ill depressives were superior and did not differ from the well depressives.

The article presents a study that investigates the proactive effect of electroconvulsive therapy (RCT) on short term memory (STM) with respect to the length of retention interval. The study was administered to 40 mentally ill male and women patients from general psychiatric hospitals with ages ranging from 25 to 43 years who were equally divided into experimental and control groups. The experimental group was given two version of ECT in different intervals for twice a week with atropine medication, in contrast the control group did not receive any ECT medications. The study found out that retention intervals were associated with difference in recall level and thus asserted that STM changes happen during the first and second task demonstration in experimental and control groups.

The article discusses the bi-temporal electrical convulsive therapy (ECT) used in psychiatric practice. It is inferred that there are undesirable side effects such as memory disturbance and confusion. A method of giving ECT with a unilateral electrode placement showed less memory disturbance and confusion. Patients from psychiatric hospitals were the subject of the study wherein they underwent physical examination, electro-encephalogram, laterality test and the Wechsler Memory Scale II. Results showed that the ECT may cause primary memory impairment due to electric shock or there may be improvement which makes memory score better.

The article examines the relationship between the report of memory change after electroconvulsive therapy (ECT) and the improvement of the depressive state. There were 35 patients with endogenous depression who had undergone ECT were examined, which the age ranged from 39 to 69 years old. Meanwhile, measurements of clinical improvement were obtained by rating the severity of the depressive state and operational variables. Based on the results, there was a positive relationship between the subjective memory change and the improvement of depressive state. Furthermore, the experienced memory change had a direct relation to immediate reproduction but had an indirect relationship to forgetting.

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Investigates the effects of bodily orientation on the child's memory for position of objects. Development of the sense of position in children; Influence of several factors on bodily orientation; Measurement of the effects of orientation.

This article focuses on a study which investigated the efficiency of the MFD (Memory For Designs Test) with two scoring systems in a sample of young adult males with penetrating missile wounds of the brain. MFD is used for the detection of brain damage in adults. WAIS (Wechsler Adult Intelligence Scale) and MFD performance was investigated in 37 young adults. Mean performance on the two tests was significantly negatively related. Group mean performance on the WAIS and MFD was not significantly impaired in these samples.

This article focuses on a study which was conducted to analyze the effectiveness of the Wechsler Memory Scale for the detection of mild deficits in cerebral functioning among psychiatric patients. Wechsler Memory Test protocols, obtained routinely as part of a standard psychological test battery for patients referred for psychological examination at the Hospital of the University of Pennsylvania, were examined for two groups of adult psychiatric patients. Four subtests (information, logical memory, designs and associate learning) significantly discriminated between impaired and unimpaired patients, though the amount of differentiation achieved by using the designs alone (89% accuracy) was nearly the same as the amount achieved by all of the subtests combined.

The article presents a study that was designed to evaluate the significance of differences between comparable subtest scores of the two forms of the Wechsler Memory Scale. The subjects consisted of 32 hospitalized psychotic patients selected randomly on the basis of their ability to give a representative performance. The four subtests of both forms of the Wechsler Memory Scale, which are presumably comparable with each other, but not identical, were administered in balanced order to 16 male and 16 female hospitalized psychotics.

The article presents the findings of a study carried out to measure the influence of pleasantly and unpleasantly toned words on retention. It was based on the concept that there exists a direct relation between feeling and memory. The experiment was in the form of a rote memory test consisting of words and numbers that had to be learned in pairs. One set of words were presumably pleasantly toned, another unpleasantly toned and the third neutral. The subjects were first of all given a preliminary learning period for paired associates. This was followed by an immediate retention test of this material. They were then given a second set of associations to study. In this set either the numbers or words previously used were associated with presumably pleasant or unpleasant or neutral ideas. One-third of each group was given the pleasantly toned test sheets; one-third the unpleasantly toned sheets; and the remaining third the neutral toned sheets. Thereafter a retention test of the initial material was given, to see if retention was affected by the intervening memorization.

This article presents a study which was related to the memory testing. Previous studies show that most people are better able to recall verbally presented material in the same sequence in which it was originally presented. Some, however, are able to function better when they are recalling digits in reverse order than in a forward order. Previous studies have investigated superior digits backwards functioning as an indicator of oppositional tendencies. The present study used an external objective criterion, namely males who entered a redominately female vocation. Comparison of the digit span functioning of male and female nursing school applicants showed the former to have a significantly greater frequency of superior digits backwards functioning.

The article focuses on the method used by professor Hermann Ebbinghaus in the study of mental fatigue in school hours. According to him, previous tests of mental fatigue may be grouped into two main heads, including one which consists of the same form of instruction. The arithmetical test and memory test are some of the methods conducted in testing mental capacity.

The article provides information regarding a graded plan that will introduce a variety of poets or authors to students. The plan prevents the teacher of various grades from choosing limited memory gems from selected authors. A list of authors with their respective writings in each grade is offered in the article.

The article presents guide questions to assess the condition of child memory in the U.S. Questions relating to childhood memories are presented, including the earliest recollection of childhood, description of the said recollection, and the age when that event occurred. On the other hand, questions relating to the present life are also presented, including the condition of the memory, and recollection of the subjects, people, faces, color or events.