Two studies (1) compared the ability of pre- and post-operational children to seriate sets of 4 temporal sequences presented simultaneously and (2) examined the ability to recall sequences when given the initial, middle, or terminal item as a retrieval cue. (SB)

Two experiments examined the influence of a delay between learning and reproducing locations on 7-, 9- and 11-year-old children's memory for location. Findings indicated that bias toward category centers when replacing objects in their original locations increased following an intervening delay, as predicted by the Category-Adjustment model, with…

Eight- through 11-year-olds watched photographic slides of faces of former preschool classmates and controls, once while their skin conductance was measured and again while reporting whether or not they recognized the faces. Both verbal report and skin conductance data showed low but above-chance differentiation between children's response to…

Toddlers were asked to find a hidden toy based on one hidden in a scale model of the room, after varying periods of delay. Subjects experiencing a longer delay on the first trial performed more poorly than those experiencing the long delay later in the trials. Results indicate the difficulty for children of keeping a symbol-referent relation in…

Children at ages three, five, and seven provided reports of their physical examinations immediately following the checkup and after delay of either one, three, or six weeks, or only after three weeks. Retention of event was extensive and accurate and not significantly affected by the time delays. Recall of seven-year olds was greater than that of…

Children's ability to remember and report past mental states was examined. Four-year olds were able to report all past mental states. Three-year olds reported past pretenses, images, and perceptions well; desires and intentions with moderate difficulty; and beliefs with great difficulty. (BC)

Children with speech disorders had lower short-term memory capacity and smaller word length effect than control children. Children with speech disorders also had reduced speech-motor activity during rehearsal. Results suggest that speech rate may be a causal determinant of verbal short-term memory capacity. (BC)

Three experiments manipulated 3-month-olds' attention to different components of a training display and assessed the effect on retention. Results suggested that increasing or decreasing attention to an item during encoding produces a corresponding increase or decrease in memorability. Findings were consistent with a levels-of-processing account…

Tested role of event plausibility and script-relevant knowledge in events suggestively planted in memory of 5- to 7-year olds and 9- to 12-year olds. Found that the majority did not remember either false event. Significantly more children recalled the plausible but not the implausible false event; only one recalled the implausible but not…

The role of categorical versus associative relations in 5-, 7-, and 11-year-old children's true and false memories was examined using the Deese--Roediger--McDermott (DRM) paradigm and categorized lists of pictures or words with or without category labels as primes. For true items, recall increased with age and categorized lists were better…

Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n = 15) and low achieving (LA, n = 44) were identified. These groups and a group of typically achieving (TA, n = 46) children were administered a battery of mathematical cognition, working…

This study sought to assess the ontogenetic course of three classes of size-value phenomena. Size-value phenomena refers to the observation that valued and neutral objects physically equal in size are judged as unequal. Results are discussed in terms of perceptual development. (ST)

The encoding processes of poor and average readers were compared in a short-term memory task. Since poor readers have difficulty in integrating audiovisual input, it was hypothesized that this pattern may be due to inadequate acoustic encoding. The results did not support the hypothesis. (Author/CS)

Children from kindergarten, second, and fifth grade were verbally presented a passage containing an equal number of idea units which were relevant versus irrelevant to the main theme of a story. For all grade levels, relevant idea units were recalled to a greater extent than idea units irrelevant to the main theme. (CS)