The use of category organization in free recall was studied in elementary school students. Trained subjects showed higher recall. Several indices of organization were compared and evaluated. (ST)

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)

Investigates the effect of the relationship between conditions at encoding (familiarization) and retrieval (test) with regard to infants' performance on a paired-comparison recognition test. Subjects were 32 male and 32 female infants between 8.7 and 10.3 months of age. (MP)

Argues that, although Piaget's seminal work on children's use of intention and consequence information to make moral evaluations has spawned a substantial amount of research, progress in this area has been hampered by serious conceptual and methodological problems. Offers some methodological guidelines for conducting research in this area.…

Tests semantic integration and frequency tally models of memory among 60 first-, third-, and fifth-grade children. Data from third and fifth graders show different patterns of results for regular and anomalous stories. The true-inference error rate was significantly greater than the error rates for false premise and false-inference sentences in…

The visual short-term cued recall memory of 8-, 12-, and 16-month-olds was assessed in two experiments using an operant indirect delayed-reaction procedure. In each experiment, 12- and 16-month olds performed better than chance, whereas 8-month-old infants did not. (Author/DB)

Two tasks were used to evaluate the relationship between concept usage and the organization of knowledge in semantic memory for 7-, 11-, 15-, and 18-year-old subjects. (JMB)

Tests Piaget's interpretation of long-term memory improvement among 82 five- and six-year-old children. Concludes that there is little evidence for long-term memory improvement or for Piaget's theory of memory. (Author/RH)

Examined concepts of mental activities involved in acts of knowing in 54 children of 8-10 years and adults. Ten-year-olds and adults judged memory involvement to be the most important relation among mental activities. Eight-year-olds judged comprehension and attention according to the involvement of visual or verbal information. (RJC)

A total 72 children of 3 1/2, 5 1/2, and 7 1/2 years were asked questions about their behaviors and internal states, and of a best friend and an acquaintance. Results indicated even young children have concepts of themselves and other persons that are not restricted to specific points in time and may form basis for later dispositional conceptions.…

Three studies examined young children's understanding that, if one "remembers" or "forgets," one must have known something previously. The majority of four-year olds, but not three-year olds, understood that, when two characters currently knew something, the one with prior knowledge remembered and that, when neither character…

Six experiments measured preschoolers' ability to remember the affective reactions of characters in television shows. In two experiments, less than 1 percent of characters' reactions were recalled. In three experiments, children accurately recognized labels for reactions immediately after their portrayal but showed reductions in recognition memory…

The ability of six-month-old infants to remember a functional category acquired in a specific context was assessed in three experiments. Findings revealed that at six months, information about the place where categories are constructed is prerequisite for retrieval of a category concept from long-term memory. (GLR)

In this study of the distinction between temporal distance and location, children were asked to judge the relative recency and time of target events that occurred one and seven weeks before testing. All judged recency and localized time of day correctly. Six- and eight- but not four-year olds localized longer time scales. (BC)