This experiment investigated age differences in memory performance and the extent to which rehearsal techniques contribute to these differences. Second and sixth grade children were trained in a variety of rehearsal techniques in an overt-rehearsal free recall task. (Author/SB)

Maintains that Teyler and Fountain's presentation (1987) contains several limitations, namely, that the authors do not (1) distinguish between learning and memory, nor between storage and retrieval; (2) address the role of knowledge-based influences in memory and learning; or (3) employ concepts that can accommodate developmental phenomena in the…

Challenges the notion that long-term memory retrieval efficiency is a potential source of individual and developmental differences in cognitive functioning. Fourth-grade, eighth-grade, and college-aged subjects participated in a task using the Posner letter matching paradigm and were assessed with tests of verbal and spatial ability. (Author/CB)

Contrary to previous findings, children as young as 3 1/2-4 years of age exhibited the ability to use nonverbal, ikonic mediation. Production deficiencies and inefficiencies were more common than mediation deficiencies and inefficiencies. (MH)

Seven-, ten- and seventeen-year-olds (N=72) in control and experimental conditions were used to test the role of metamemory and metamemory activation in the development of mnemonic performance. Metamemory was found to be a necessary condition for mnemonic performance. Developmental differences were found. (Author/DB)

Tested 4-month-olds' memory for surface feature and location information following brief occlusions. Found that when target objects were images of female faces or monochromatic asterisks, infants increased looking times following changes in identity or color but not changes in location or combinations of feature and location. When objects were…

Outlines five perspectives addressing alternate aspects of the development of children's source monitoring: source-monitoring theory, fuzzy-trace theory, schema theory, person-based perspective, and mental-state reasoning model. Discusses research areas with relation to forensic developmental psychology: agent identity, prospective processing,…

Three studies investigated how experiencing nearby locations together in time influenced memory for location in 7-, 9-, and 11- year-olds and adults. Findings suggested that experiencing nearby locations together in time increased the weight children assigned to categorical information in their later estimates of location. Results were similar…

Reyna and Brainerd supplement arguments they made previously in this issue by advancing five additional reasons for preferring output-interference explanations over the resources hypothesis. (RH)

This introduction reviews recent trends in childhood memory research, focusing on closer relations between the study of memory development and the study of cognitive and neurological development, new relations between the study of memory development and the study of adult memory, and new relations between the study of memory development and…

Revealed that 6-month-old infants are unable to access either an original memory or a reactivated memory after lengthy intervals. Despite the fact that their memory processing is more rapid during encoding and retrieval than that of infants half their age, their facility for accessing an original or reactivated memory is weaker than that of such…

Examined whether developmental differences exist in availability of inferences during listening comprehension. Presented child and adult subjects with consistent and inconsistent passages to determine outcome of expected and unexpected messages on memory. Found that children were more likely than adults to retain incorrect information in active…

Two experiments studied infants' use of remembered knowledge of auditory-visual events to guide reaching and grasping. Results indicated that reaching was initiated and completed after sound cues ceased. Accurate searching depended on subjects' experience in light presentation. Results suggest that 6 1/2-month-olds can represent unseen objects and…

Compares and contrasts working memory theory of Baddeley and theory of constructive operators of Pascual- Leone. Concludes that although the theory of constructive operators is complementary with working memory theory (explains developmental and individual differences that working memory theory cannot), the converse is not true; theory of…

Five experiments tested hypothesis that the A-not-B error results from general processes that make goal-directed actions to remembered locations. Findings showed that 2-year-olds' performance on the A trial was accurate. When the object was hidden at Location B, searches after 10-second delay were biased in the direction of Location A. This bias…