Examined comprehension of stories with and without obstacles to goal attainment among 16 second- and fifth-grade students and 16 adults. Results suggest that processing characteristics of a task, as well as prior knowledge of problem-solving behavior, affect story understanding. (Auhtor/RH)

Although adults and children were found to be equally accurate in their initial estimates of recall, adults used that information more skillfully in choosing what to study and deciding when they had studied sufficiently. (Author/JMB)

Reported two studies of the possible relation of knowledge to improvements in recall. Tested 8- to 11-year-old children and college students for knowledge recall before and after they saw videotapes about birds. Although knowledge and memory measures correlated, and most knowledge measures improved after children viewed the videotapes, recall and…

In two experiments, children ages six through eight, 10-year-old children, and college students were shown several series of slides. Each series told a unique "story" and was followed by oral questions. Results illustrated the increasing interdependence of the verbal and visual systems with age. (Author/MP)

The ability to select suitable retrieval cues and the main ideas of prose passages was examined in fifth through twelfth graders and in college students. (Author/JMB)

Among elementary, junior high, and college students, intelligent retrieval methods for recalling 20 letters of the alphabet consisted either of mentally proceeding through the alphabet from the onset and writing down each previously written letter as encountered and recognized, or else first rote recalling some letters and then switching to the…

Investigates the influence of logical skills (inclusion and seriation) on the degree and kind of semantic integration performed on remembered material among 47 third- and fourth-grade boys and girls and college students. (JMB)

An exploration of age-related characteristics of children's personal categorizing schemes and relationships between free recall clustering (measured in reference to these schemes), and the number of items recalled. The 60 subjects were from five grade levels: 1, 4, 7, 10 and college. (Author/SDH)

Two experiments examine use of defining, characteristic, category, and identical semantic features of word concept information in cued recall. College adults and 7- to 11-year-old children were shown word triplets in which context words were related or unrelated to final target word. Results suggest meaning features differ in providing medium for…