Results were interpreted supporting a social learning view of observational learning that emphasizes contral processing of response information in the acquisition phase and motor reproduction and incentive processes in the overt enactment of what has been learned. (Author)

Paper presented at the Merrill-Palmer Conference on Research and Teaching of Infant Development, February 13-15, 1970. (JE)

Tests the hypothesis that semantic memory changes with age such that concepts become more strongly associated with their superordinate classes than with their exemplars. The Stroop color-naming technique was employed with 48 children 8 through 12 years of age to measure the degree of semantic activation between concepts in memory. (Author)

Changes in children's cognitive strategies for solving simple subtractions were studied by analyzing verbal reports given immediately after each problem. The development of children's cognitive processes involved a gradual shift from more primitive and less demanding memory strategies to reconstructive memory processes to retrieval processes.…

Ten possible sources of individual and developmental differences in memory span--rehearsal, grouping, chunking, retrieval strategies, item identification, item ordering, capacity, susceptibility to interference, search rate, and output buffer--were examined in a review of the literature. Speed with which presented items can be identified emerged…

Children between ages 9 and 13 were tested for recognizing and remembering words from 6- and 12-word lists. Developmental functions showed different growth patterns for remembering the items in a short list than for remembering order, and different patterns for storing items from a long list, than for retrieving them. (Author)

Tests Piaget's interpretation of long-term memory improvement among 82 five- and six-year-old children. Concludes that there is little evidence for long-term memory improvement or for Piaget's theory of memory. (Author/RH)

Identifies and discusses a change in the theoretical bases of contemporary psychologists' views of infant development: the replacement of the constructs of energy, drive, and motive with cognitive constructs. (CM)

Qualitative identity, qualitative identity and equivalence conservation were assessed in 60 retarded boys and girls in three groups (mental ages 5.4, 6.3, and 7.5). Half the subjects were provided a memory aid while the other half were not. (MS)

Eight-, 10-, and 19-year-olds performed a verbal or spatial domain primary memory task. The task was performed alone or in conjunction with a verbal or spatial secondary memory task. In their performance of the primary task, only 8-year-olds showed interference by a secondary task that was based on a different domain from the primary task. (BC)

Proposes an interference explanation of data from dual-task studies of memory development. Dual-task data support the resources hypothesis that memory processes tax a common pool of cognitive energy, which has been variously called attentional, mental effort, and working-memory capacities. Suggests that dual-task deficits are instances of output…

Three studies examined young children's understanding that, if one "remembers" or "forgets," one must have known something previously. The majority of four-year olds, but not three-year olds, understood that, when two characters currently knew something, the one with prior knowledge remembered and that, when neither character…

Investigated children's representational ability as a cognitive factor underlying the suggestibility of their eyewitness memory. Found that the eyewitness memory of children lacking multirepresentational abilities or sufficient general memory abilities (most 3- and 4-year-olds) was less accurate than eyewitness memory of those with…

Used short narratives to study false memory in 6-, 8-, and 11-year olds and adults. The persistence effect and false-memory creation effect were greatest for statements that would be regarded as factually incorrect reports of events in sworn testimony; like suggestive questioning, interviews that involve nonsuggestive recognition questions may…

Two studies examined age differences in conditional reasoning. Results indicated that 8-year-olds performed better when antecedents were weakly associated with consequents than on strongly associated antecedent/consequents, with no difference among 11-year-olds. Eight-year-olds did better on ad hoc premises than on causal premises, with no…