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Kvavilashvili, Lia; Ford, Ruth M. – Child Development, 2022
In a cross-sectional study, 5-, 7-, and 9-year-old-children and adults (N = 144, 86 females, predominantly White U.K. sample of lower-middle to middle-class background) were interviewed about their experiences of involuntary autobiographical memories (IAMs) and semantic mind-pops that come to mind unintentionally. Although some age differences…
Descriptors: Foreign Countries, Children, Memory, Cognitive Processes
Sipe, Sarah J.; Pathman, Thanujeni – Child Development, 2021
The relation between episodic and semantic memory was examined by testing how semantic knowledge influences children's episodic memory for events and their locations. Five-, six-, and seven-year-olds (N = 87) engaged in events in a children's museum designed as a town. Events were semantically congruent or incongruent with the spatial location…
Descriptors: Memory, Semantics, Young Children, Museums
Bauer, Patricia J.; Larkina, Marina – Child Development, 2017
In accumulating knowledge, direct modes of learning are complemented by productive processes, including self-generation based on integration of separate episodes. Effects of the number of potentially relevant episodes on integration were examined in 4- to 8-year-olds (N = 121; racially/ethnically heterogeneous sample, English speakers, from large…
Descriptors: Young Children, Semantics, Memory, Experiments
Singh, Leher – Child Development, 2014
The interconnectedness of bilingual memory remains a topic of great debate. Semantic priming provides a powerful methodological tool with which to investigate this issue in early bilingual toddlers. Semantic priming effects were investigated in 21 bilingual toddlers (2.5 years) within and across each of their languages. Results revealed the first…
Descriptors: Bilingualism, Memory, Toddlers, Language Dominance

Geis, Mary Fulcher; Hall, Donald M. – Child Development, 1978
First and fifth graders' incidental free and cued recall were tested after an orienting task in which semantic and acoustic encoding were constrained for different words by requiring the children to answer questions about either the words' meanings or sounds. (Author/JMB)
Descriptors: Cognitive Processes, Elementary School Students, Memory, Recall (Psychology)

Kareev, Yaakov – Child Development, 1982
Tests the hypothesis that semantic memory changes with age such that concepts become more strongly associated with their superordinate classes than with their exemplars. The Stroop color-naming technique was employed with 48 children 8 through 12 years of age to measure the degree of semantic activation between concepts in memory. (Author)
Descriptors: Age Differences, Association (Psychology), Children, Cognitive Development

Maratsos, Michael P. – Child Development, 1974
Preschool children were tested for their understanding of the use of definite and indefinite articles in 2 kinds of story-telling tasks. (ST)
Descriptors: Age Differences, Cognitive Development, Language Acquisition, Listening Comprehension

Perlmutter, Marion; And Others – Child Development, 1981
In three experiments, three- and four-and-a-half-year-old preschool children were tested on free and cued recall tasks in which semantic and contextual cues were manipulated. When context and target items were integrated experimentally at presentation, unrelated context cues improved recall. A developmental increase in the effectiveness of…
Descriptors: Age Differences, Cognitive Development, Context Clues, Cues

Pezdek, Kathy – Child Development, 1980
Examines life-span developmental differences in spontaneous integration of semantically relevant material presented in pictures and sentences. Elementary school students, high school students, and adults were tested. (Author/SS)
Descriptors: Adults, Age Differences, Comprehension, Elementary School Students

Hess, Thomas M.; Radtke, Robert C. – Child Development, 1981
Analyzes the roles of verbal coding skills, processing efficiency, and memory ability in accounting for individual and developmental differences in the reading comprehension of children in grades 3 through 8. Results indicate that skill differences can arise through ability differences at two independent levels--processing speed and memory.…
Descriptors: Elementary Education, Elementary School Students, Individual Differences, Language Processing

Ackerman, Brian P. – Child Development, 1986
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…
Descriptors: Age Differences, Children, College Students, Concept Formation