The study of Learning and Memory is a central topic in Neuroscience and Psychology. It is also a very good example of a field that has come into maturity on all levels - in the protein chemistry and molecular biology of the cellular events underlying learning and memory, the properties and functions of neuronal networks, the psychology and behavioural neuroscience of learning and memory. Many of the basic research findings are directly applicable in the treatment of diseases and aging phenomena, and have found their way into educational theory and praxis. Learning and Memory - A comprehensive reference is the most comprehensive source of information about learning and memory ever assembled, and the definitive reference work on the topic. In four volumes, Editor-in-Chief John H. Byrne (University of Texas), together with volume editors Howard Eichenbaum (Boston University) for Systems and Neuroscience, Randolf Menzel (Freie Universit t Berlin) for Behavioral Approaches, Henry Roediger (Washington University) for Cognitive Psychology, and David Sweatt (University of Alabama, Birmingham) for Molecular Mechanisms, have put together a truly authoritative collection of overview articles in 159 chapters on over 3000 pages. Learning and Memory - A Comprehensive Reference presents an extensive, integrated summary of the present state of research in the neurobiology and psychology of learning and memory and covers an enormous range of intellectual territory. With topics ranging from the neurochemistry and neurobiology of learning at the cellular and synaptic levels, systems neurobiology, the study of remarkable capabilities in animals (such as homing), ethological and behavioristic analyses, mechanisms, psychology, and disorders of learning and memory in humans, the work broadly covers all topics in the neurobiology and psychology of learning and memory. There is no other handbook with such a comprehensive coverage and depth. The authors selected are the leading scholars for the particular topics on which they write. * The most comprehensive and authoritative resource available on the topic of learning and memory and its mechanisms * Representing outstanding scholarship, each chapter is written by a leader in the field and an expert in the topic area * Relevant and useful for newcomers and advanced researchers alike * All topics represent the most up to date research * A must have set for all medical, neuroscience and psychology libraries, and of great value to neighbouring disciplines, including education * Selected chapters from the on-line version can be used to great effect in teaching * Full color throughout, hundreds of illustrations, four volumes, 159 chapters, 3000 pages * Available in print and on-line

Learning and memory : a comprehensive reference

This paper aims (1) to determine why students take notes, (2) to survey the research findings available in the current literature, (3) to identify inadequacies and omissions in this literature in order to suggest more profitable lines of research for future study, and (4) to suggest guide‐lines for both teachers and students which will exploit more effectively the potential of note‐taking.

Note‐taking: A critical review

What limits the encoding effect of note-taking? A meta-analytic examination

THE STUDY reports the direct and indirect effects of a summarization training program on the reading and studying skills of 70 sixth-grade students. The training improved recall of major but not minor information on a studying task. Path analyses showed that the summarization training affected recall of major information indirectly, through its effect on the amount of major information in students' notes, confirming a metacognitive hypothesis. The training also improved summaries of paragraphs that had main ideas stated within the paragraphs, but not those in which the statement of main ideas had to be invented. These results indicate that

Some Effects of Summarization Training on Reading and Studying.

The Limited Benefits of Rereading Educational Texts.

Summary. TWO experiments were conducted in which first-year students were asked to read a passage of prose under different conditions, chosen to represent realistic study strategies. In the first experiment 86 students were allocated to three main conditions of reading, copying and summarising. The summarising activity, contrary to expectations, did not lead to greater recall than reading alone. The results of the second experiment, in which some of the 96 students read the material and others listened to it, indicated that the requirement to undertake recording activities has a negative effect upon learning only in circumstances whereby such a requirement imposes constraints upon learners' strategies.

Presentation variables and students' activities in meaningful learning

An experiment was carried out to determine the effects on recall of activities which involved the recording by S of information as he listened to a prose passage. Conditions involving such recording produced significantly greater improvements in accuracy of recall than conditions not requiring S to record the information.

Linda Singer

Papers

Presentation variables and students' activities in meaningful learning

Recording activities and recall of information.