We investigated the conditions under which preparatory information presented 1 day before a novel event influenced 6-year-olds' recall 1 week later. Children were assigned to one of six experimental conditions. Three conditions involved preparatory information that described the event accurately but differed according to the presence and type of…

This study aimed to evaluate the impact of individual differences in working memory capacity on number transcoding. A recently proposed model, ADAPT (a developmental asemantic procedural transcoding model), accounts for the development of number transcoding from verbal form to Arabic form by two mechanisms: the learning of new production rules…

This study tested Piaget's explanation of infants' perseverative error in manual search by comparing searches when the object was (1) hidden, (2) covered but visible, and (3) uncovered. Errors occurred under all three conditions, with conflict at a maximum when the object was hidden. (Author/JMB)

Describes two experiments which investigated the use of distinctive feature codes in the storage of phonetic encoding information by 6- and 7-year-olds during short term memory tasks. A total of 106 children were presented with 30 lists of consonant-vowel syllables for recall. Data indicate that children encode the consonantal phones into sets of…

Investigated memory span and memory scanning in both auditory and visual modalities of 24 good and poor, 10-year-old readers. The major finding was that short-term memory function deteriorated over time in the poor reading group. (Author/LLK)

This study examines the role of verbal labels in picture recognition by 5-year-olds and adults to find out if recognition accuracy and time of recognition choice is influenced by the use of labels. (GO)

In contrast with younger children of the same reading age, reading-disabled (RD) children performed poorly when they were required to independently abstract grapheme-phoneme (g-p) rules and use them to pronounce pseudowords. Results suggest a phonologically based productive deficit which interferes with the learning of g-p rules. (RH)