Melissa Pressley

Learn More
Younger (24- to 39-year-old) and older (60- to 88-year-old) adults learned a list of vocabulary words; one half of the words were studied using a generally more powerful strategy (mnemonic keyword method), and one half mediated with a less powerful approach (generating semantic contexts). Before using these strategies as part of the experiment, neither(More)
Reports on the course of memory-monitoring skills across adulthood are discrepant in conclusions and limited in scope. The purpose of this study was to build a large data base (3 samples and 7 different tasks) to assess performance awareness. Younger (19-41 years) and older (59-93 years) Ss estimated performance either before (i.e., predictions) or after(More)
Children in Grades 4 through 6 read concrete sentences that they were asked to learn. Half the subjects were instructed to construct images representing the sentence meanings. The remaining participants were provided no strategy instructions (control condition). Individual differences in short-term memory were more highly associated with performance in the(More)
The main purposes of this study were (a) to isolate monitoring of test performance from other forms of monitoring and (b) to determine the effect of taking a test on expectations about future performance. Children in grades 1-2, 4-5, and 7-8 were administered a vocabulary test. They either predicted their performance on tests like the one that was(More)
The main purpose of the two experiments reported here was to compare the potency of two types of elaboration on children's learning of sentence content: The effects of partial picture adjuncts were compared to the effects produced by answering "why"-questions about the relationships specified in the sentences. Five- to seven-year-old children heard(More)
and the facilitation of knowing. (2003). Cerebral white matter abnormalities and lifetime cognitive change : A 67 year follow-up of the Scotlish mental A theoretical account of encoding and retrieval processes in the use of imagery-based mnemonics techniques: The special case of the keyword method. Dillingofski, M.S. (1980). The effects of imposed and(More)
OBJECTIVE This pilot study compared eSource-enabled versus traditional manual data transcription (non-eSource methods) for the collection of clinical registry information. The primary study objective was to compare the time spent completing registry forms using eSource versus non-eSource methods The secondary objectives were to compare data quality(More)
  • 1