Executing actions in a specific order is a critical component of many action sequences that children must acquire, the majority of which are learned through observation and imitation of others. Although a wealth of evidence indicates that children can process and represent temporal order in memory, relatively little is known about the development…

Forty Canadian Indian children in grades three and four were divided into two groups and given a minimum and a maximum remediation program to improve their sequential learning processes. The maximum program resulted in significant improvement in sequential tasks such as auditory and visual memory and reading tests. (JC)