No description available.

No description available.

Although there is substantial empirical evidence that organization affects recall, there is little known about the effects of specific forms or organizers. The present experiment is an attempt to clarify the role of semantic and graphic cues. Two hundred sixty-four college students participated. Subjects were randomly assigned to eight conditions which varied in explicit visual and semantic organization. Findings indicated that conditions which received explicit semantic organization resulted in much better recall than in other conditions. Additionally, the presence of visual cues facilitated recall at significantly higher rates than the absence of visual cues. Alphabetical information provided no memory facilitation compared to randomly organized lists. Finally, results showed that these findings can be generalized to other hierarchically related word sets. Potential explanations for these findings are presented with a discussion of the study's implications for future research and educational applications. / Department of Psychological Science

The major purpose of this study was to determine the effect of two mediational strategies, labeling and rehearsal, on the short-term memory of prelingual deaf children. The research question answered by this investigation examined whether inducing the use of a mediator was affected by age and the serial position of stimulus items presented.The population of prelingual, severely and profoundly deaf children of normal intelligence were screened for overt production of existing mediational techniques. Thirty-three nonproducing subjects were randomly assigned to three treatment groups at four age levels. Two groups were taught memory strategies, and the third group acted as a control. A single null hypothesis was tested using a 3x4x4 analysis of variance with repeated measures on the last factor. The .05 level of significance was predetermined as the critical probability level for rejecting the hypothesis.FINDINGS1. Differences in recall performance of prelingual deaf children who (a) were induced to label, (b) were induced to cumulatively rehearse, and (c) had no induced strategy did not vary as a function of age and serial position.2. Deaf children's performance on short-term, visual sequential memory tasks is a function of the type of preferred memory strategy and age.3. No differences in performance at the serial positions occurred as a function of age.4. The type of memory strategy used by prelingual deaf children did not result in differences in performance as a function of serial position.5. The youngest deaf children who rehearsed and labeled enhanced recall significantly better than those children who were taught no strategy.6. Most older subjects taught to rehearse recalled significantly better than the children taught to label and those who were not taught a memory technique.7. Late intermediate deaf children who rehearsed recalled better than those children taught to label, but not significantly different from those taught no strategy.8. The relationship among serial position levels showed primacy and recency effects on the memory curve.CONCLUSIONS1. The cognitive processes used by deaf children are similar to those used by hearing children.2. Cognitive processes used by deaf children are utilized for similar purposes as those used by hearing children.3. Deaf children appear to display a production deficiency with regard to the use of mediational strategies. / Department of Special Education

No description available.

The purpose of this study was to gain an understanding of how the memories of past teachers "live on" and are manifested in the work of teachers. Employing the method of memory-work to engage in self-study, the author worked with three other women teachers and teacher educators, as she explored the relationship between the memories of former teachers and their influence on her life as a woman and teacher educator. Although there has been a great deal of interest in the significance of autobiography and life history approaches to narrative inquiry over the last decade, and a considerable acknowledgment and appreciation for how past experiences shape the present, the act of remembering, memory itself, has rarely been looked at within the context of narratives in teacher education. Thus, while teachers' anecdotes and stories have gained acceptance and recognition as valuable educational research tools, aspects of memory that make up, influence and ultimately shape the narratives have not been the subject of much discussion. In response, this study investigated how the remembering process shapes the memories themselves in terms of how and what is remembered and how those memories may be constructed. Through the careful consideration and reflection of the past, there lies the potential to understand more fully why and how we have come to be who we are. Further, within this reflection there lies the potential for change as we endeavor to become whom we wish to be. The study concludes with a discussion of research implications and recommendations for further research in the area of self-study and memory-work in pre-service and in-service teacher education.

No description available.

Typescript (photocopy) / Bibliography: leaves 82-88. / Microfiche. / ix, 88 leaves, bound ill. 28 cm

Thesis (Ph.D.)--Baylor University, 2008. / Includes bibliographical references (p. 79-83).

Thesis (B.Sc)--University of Hong Kong, 2005. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.