Three experiments compared congenitally blind and sighted adults and children on paired-associate, free-recall, and imaging tasks presumed to involve visual imagery in memory. In all three, blind subjects' performances were remarkably similar to the sighted. Results challenge previous explanations of performance such as Paivio's (1971). (Author/RD)

Evidence regarding children's incidental learning has been derived largely from tasks in which the incidental stimulus features have been independent of the task-relevant information. The present study examined children's incidental learning with compound pictorial stimuli under conditions in which the relevant and incidental features were: (a)…

A group of young and elderly females were tested on a paired-associate task. The results indicated that older individuals made more intrusion errors on the CVCs high in AV on the Glaze norms but low on the Archer norms. (Author)

Assesses the relative importance of synonymity and antonymity for memory encoding of words for second and sixth graders. Also, the variable of association strength is investigated for both groups through the presentation of false-recognition stimuli. (DP)

The effects of neutral, separate, and interactive imagery instructions on the learning performance of first and fifth graders were compared for both single-item and paired-associate tasks. Results revealed that both younger and older children using images did show facilitation, compared with those not using images. (Author/GK)

The way that children construct the representation they use to solve transitive inference problems was examined. Forty-eight children 4.5 to 5 years old and 48 children 6 to 7 years old were asked to learn either a three-item series or a four-item nonseries. They were asked to learn the relationships between different colors of faces that were all…

Kindergarten children were administered a paired-associate learning task at the beginning and end of the school-year, under either regular (control) or self-generated visual imagery instructions. Age predicted performance in the imagery but not in the control condition. Results supported the developmental imagery hypothesis. (Author/RD)

Second-graders, fifth-graders, and adults participated in an experiment of cued recall for cue-target picture and word pairs. Results suggested that differences in the encoding of both specific and categorical attribute information contribute to developmental recall differences independently of encoding intent and stimulus modality. (Author/CB)

Intentional and incidental learning was investigated developmentally and comparatively using a paired associate learning task with 90 educable mentally handicapped or normal, elementary or secondary school Ss. (DB)

Study demonstrates the powerful facilitative effects of both sentences and interactive pictures in PA tasks, replicating previous findings. (Authors/MB)

Experiment was designed to test the explanation of the developmental interaction separately for the item learning and associative learning components. (Author)

Children's ability to produce and use natural language mediators on a paired-associate recall task requiring self-generated elaboration was analyzed. Elaborations were recorded and classified according to a semantic-syntactic scheme. Comparisons between grades were made to determine the effectiveness of elaboration categories in facilitating…

Free-association norms for 200 words were obtained in 1964 from the responses of 500 subjects in each of grades four through eight, 10, and 12 and from 1,000 college students. An analysis of this normative data revealed that (1) the frequency of occurrence of the most popular associative responses to stimulus words increases with the age of the…

Compared were performances of 39 educable mentally retarded (EMR) Ss, mean chronological age (CA) 11 1/2 years, mean mental age (MA) 7 3/4 years; 25 fifth graders matched on CA; and 27 second graders matched on MA to determine whether children of different ages and IQ spontaneously demonstrate learning strategies after repeated practice with…