Examined elementary school children's memories for faces of preschool classmates after a three-year interval. Found that children recognized their classmates at an above-chance level but significantly below that of the preschool teachers. The classmate advantage on the face-matching task decreased across the three-year interval. Findings suggest…

Numerous brain areas work in concert to subserve memory, with distinct memory functions relying differentially on distinct brain areas. For example, semantic memory relies heavily on posterior cortical regions, episodic memory on hippocampal regions, and working memory on prefrontal cortical regions. This article reviews relevant findings from…

Infants first generalize across contexts and cues at 3 months of age in operant tasks but not until 12 months of age in imitation tasks. Three experiments using an imitation task examined whether infants younger than 12 months of age might generalize imitation if conditions were more like those in operant studies. Infants sat on a distinctive mat…

Examined how college-age adults and 8-, 11-, and 13-year-olds retrieve semantic information from long-term memory. Closely comparable results were obtained across ages. This developmental similarity is discussed in relation to developmental differences in the use of semantic information in other cognitive tasks. (JMB)

The Piagetian concept of horizontality was studied in 195 fifth graders to determine the relationship between this concept and memory. (ST)

In discussing the relationship between cognitive development (perception, pattern recognition, and memory) and reading processes, this paper especially emphasizes developmental factors. After an overview of some issues that bear on how written language is processed, the paper presents a discussion of pattern recognition, including general pattern…

Observing behavior and short term recognition were studied in a training and test design. (Author/SB)

A multitrial free recall study assessed whether learning-to-learn and changes in strategy over sessions occurred with children in kindergarten and grade 3. Results showed that grade 3 subjects recalled more than did kindergarten subjects, but no learning-to-learn effect was obtained for either age group. (Author/JMB)

In a study of development of organization strategies in rehearsal processes, children in the first, third, and fifth grades were exposed to a memory task which involved multiple overt rehearsal and recall phases. (SB)

Research reports have indicated that children's memories for pictures or events improved between early and later recall sessions in conjunction with operative growth. This study attempted to determine (1) if any intervening operative training task would increase memory improvements, and (2) if exposure to the memory stimulus per se would enhance…

Results indicate specific and positive effects of Quranic schooling on serial memory but not on other memory or cognitive tasks. These findings replicate earlier reports that Quranic schooling affects specific (and not general) memory skills. (PCB)

Experiment tested one explanation of lag effect in free recall by comparing hypothesized and observed changes in developmental lag functions. Suggests that lag paradigm might be used in assessing developmental differences in processing strategies as a more sensitive, general alternative to overt rehearsal techniques. (Author/HS)

A total of 96 binary statements were administered to 120 children randomly selected from 3 academic levels. The Constituent Comparison Model accounts for the results obtained in this study. (HS)

In a visual memory task, two degrees of stimulus detail were compared to test Reese's hypothesis that stimulus detail would facilitate retention of paired associates for young children. Forty 4-year-olds and forty 5-year-olds were tested to assess reported trend that elaboration facilitates retention for older children. (JH)

Models of development and models of memory reflect either a mechanistic or organismic world view. A merger of the information-processing models of memory and qualitative models of development is suggested, and has valuable implications about the possible nature of "locus" of memory development (ST)