First- and third-grade children were tested under six different instruction conditions which varied in how explicitly they cued a rehearsal strategy in a self-paced sequential-memory task. The type of strategy adopted was monitored with study time and overt verbalization measures. (JMB)

Effects of action content and verbal codability of stimulus pictures, parental occupational status and verbal intelligence upon nonverbal serial recall were investigated in white first graders. (Author/SB)

Results are discussed in terms of possible perceptual and mnemonic devices used for recall. (Authors)

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…

Tests the hypotheses that superiority of semantic over phonetic encoding increases with age, and that the superiority of multiple-dimension encoding over single-dimension encoding emerges with age. Elementary, secondary, and graduate students judged words on various dimensions of the semantic differential in an incidental memory task. (Author/SS)

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)

Experiment 1 showed that four-year-old children memorized a list of non-rhyming items better than a list of rhyming ones. In Experiment 2, bilingual children learned a list of items which had rhyming names in one language and non-rhyming names in the other. Results showed better performance on the non-rhyming items. (JMB)

Examined developmental changes in the use of distance-based and calendar-based approaches to estimate the recency of two events. Found that children's ability to discriminate temporal relationships between two events appears by four to five years of age. In contrast, use of calendar information and cognizance of annual patterns was found only in…

Examined word retrieval in 14- to 24-month-olds. Found that children with limited productive vocabularies were less likely to produce labels of hidden objects than children with larger vocabularies, even though all could name them and did well when asked to find them. Pictorial cues facilitated word retrieval. Naming errors peaked among children…

Two experiments examining the effects of providing appropriate frameworks for comprehending ambiguous sections of prose were conducted with 143 children from second through seventh grade. (Author/JMB)

Three groups of elementary school students, matched on reading ability and with similar cognitive profiles, were administered tasks assessing their inventory of reading skills. Results support a developmental lag model of reading problems of nondyslexic children. (Author/RWB)

Investigates ability of nine-month-old infants to imitate simple actions with novel objects. Looks at both immediate and deferred imitation. Findings show that imitation in early infancy can span wide enough delays to be of potential service in social development. (Author/RWB)

Two experiments examined hyperactive children's tendency to underfocus their attention during learning. Taken together, the results of both experiments demonstrated the validity of the attentional diffusion hypothesis and indicate the need to assess the central processing demands associated with central and incidental learning in order to evaluate…

Reports the use of a memory load-interference paradigm and the easy-to-hard paradigm as converging operations to study capacity limitations in five- to six-year-old's reasoning. Concludes that transitive inference ability in children is capacity limited. (HOD)