An alternating sort-recall procedure was used in three experiments to train third-, fifth-, and seventh-grade students in the use of organizational techniques as memory aids. (Author/JMB)

Suggests that fuzzy-trace theory may replace dominant metaphors of cognitive development. Discusses theoretical climate of the 1980s when the theory was first formulated. Describes how, by integrating new ideas about how cognitive development was viewed into a coherent framework, the theory slowly gained acceptance as critical aspects of it were…

This response to Brainerd and Reyna's paper (in this issue) argues that the common resources hypothesis can be applied to a wider range of phenomena than can the output-interference hypothesis. Presents results of a dual-task experiment under bidirectional deficits. Concludes that dual-task studies do not provide critical tests of the resources…

Fourth and seventh grade children received four free-recall trials on lists including typical and atypical items. Levels of recall and clustering increased with age and were greater for typical than for atypical items. More older children used organizational strategies to facilitate recall. (SKC)

This study manipulated the relations between target and cue words in two cued-recall experiments with children based on the assumptions that: (1) the target cue relations that are most consistent with a child's semantic memory organization result in the highest levels of recall, and that (2) the optimal target-cue relationships may change with…