Two studies compared the effects of spontaneous and controlled imagery on reality monitoring decisions. Reality monitoring refers to the decision processes involved in discriminating perceptual memories from imaginal ones. In Experiment 1, 6-year-olds and adults were shown pictures and words and they responded to one of two questions: (1)…

Discussed are results of studies of the cognitive development of 2- and 3-year-old children which suggest that the mind makes gains in the ability to think as gains in language development are made. "Thinking" in this context refers to the judgments children made as they selected objects and maneuvered them into one arrangement or…

Subjects in grades 2, 6, and college were asked to sort 50 pictures according to several class labels, each with a functional equivalent. (ST)

A series of tests was designed for 24-, 30-, and 36-month-olds to measure their ability to apply various gender labels to the appropriate sexes, their capacity to place themselves in their own gender category, and their usage of labels to guide preference behavior. (Author/CS)

The present study was designed to determine whether previous experience with categorically related items would facilitate third and sixth grade children's recall of subsequent unrelated materials. Subjects were 24 children at each grade level. An additional aim was to see if such experience with taxonomic material would influence both the manner…

Evaluates possible differences in the cognitive representations of semantic categories between children and adults independent of spontaneous memory skills. Response latencies on a classification task were compared for second, fourth, and sixth grades and college students. (Author/MP)

Investigates Inhelder and Piaget's claim that ages six to nine or ten represent a stage in children's learning of the concepts of all and some. (HM)

Two studies explored the hypothesis that young children perceive integrally some stimuli that older children perceive separably. In both experiments, kindergarten, second- and fifth-grade children were required to classify sets of stimuli that varied in size and brightness. (SB)

Subjects were 72 first, third and fifth graders. Stimuli consisted of an initial set of 20 unrelated pictures, and a second set of 20 pictures which could be classified according to four superordinate categories. (MS)

Seventy-two first grade students and 72 freshman college students participated in a study designed to test the hypothesis that the younger the child, the more perceptible are the attributes used in judging equivalence in sorting tasks. (BD)

The first experiment investigates the ability of children ranging in age from two to five years to use taxonomic and complementary organizational principles in a forced-choice picture recognition task. The second experiment assesses two alternative classes of cues which may have been used by 2-year-olds to mediate their recognition pairings. (RH)

Examines the relative utility of exemplar and linguistic information for acquiring basic and superordinate categories. Developmental differences were predicted in the ability to benefit from the linguistically specified information. Preschool, kindergarten, and first-grade children were tested. (Author/SS)

Kindergarteners and second-graders were shown pairs of pictures, one picture at a time, and asked to name each picture as rapidly and as accurately as possible. Pictures pairs were of four types which reflected the factorial combination of associative relatedness (high and low) with categorial relatedness (high and low). (SB)

Asked children and adults to recall events from "Sesame Street." Found that subjects' memory was influenced by causal factors (number of causal relations to other events, place in the story's causal chain) and this influence increased with age; children recalled actions, whereas adults recalled protagonists' goals; and children's recall…