Psychologists have recently turned their attention to the nature of the recognition involved in judgment of familiarity. It has been suggested that, apart from judging a stimulus to be familiar when one is able to recall a context in which it was previously perceived, subjects are also able to judge that something is familiar merely on the basis of its faster perceptual processing.

The ability to extrapolate essential gist through the analysis and synthesis of information, prediction of potential outcomes, abstraction of ideas, and integration of relationships with world knowledge is critical for higher-order learning. The present study investigated the efficacy of cognitive training to elicit improvements in gist-reasoning and fact recall ability in 556 public middle-school students (grades seven and eight), versus a sample of 357 middle school students who served as a comparison group, to determine if changes in gist-reasoning and fact (...) recall were demonstrated without cognitive training. The results showed that, in general, cognitive training increased gist-reasoning and fact recall abilities in students from families in poverty as well as students from families living above poverty. However, the magnitude of gains in gist-reasoning varied as a function of gender and grade-level. Our primary findings were that seventh and eighth grade girls and eighth grade boys showed significant increases in gist-reasoning after training regardless of socioeconomic status. There were no significant increases in gist-reasoning or fact recall ability for the 357 middle school students who served in the comparison group. We postulate that cognitive training in middle school is efficacious for improving gist-reasoning ability and fact recall in students from all socioeconomic levels. (shrink)

The Lutheran theologian and polemicist Matthias Flacius Illyricus (1520-75) organized an unprecedented collaborative project to write an encyclopedic Protestant church history, known as the Magdeburg Centuries (1559-74). At the planning stage in 1556, Flacius and his colleagues consulted with the Flemish jurist FranÁois Baudouin (1520-73). This article shows how, in this correspondence, ecclesiastical history became the workshop where legal and theological humanism met and interacted over issues of historical methodology. Two innovations are traced through the correspondence and into the finished (...) history: Flacius's organization of the material by commonplaces. (shrink)