Argues that the limited resources with which organisms start their development make possible certain kinds of learning which otherwise would be highly problematical. Discusses limitations of the cognitive structure of the organism, learning, and its problems in connectionism. Maintains that the knowledge gained from efforts to overcome problems…

Comments on Raftopoulos article (PS 528 649) on facilitative effect of cognitive limitation in development and connectionist models. Argues that the use of neural networks within an "Artificial Life" perspective can more effectively contribute to the study of the role of cognitive limitations in development and their genetic basis than…

This article focuses on the early research domains investigated by Michael Pressley, along with the integrations and initiatives that were inspired by them. These research domains include verbal and imagery elaboration memory strategies, and developmental aspects of them; interrogative elaboration; pictorial strategies for language and literacy…

Age-related changes in representational flexibility are a characteristic feature of declarative memory development. The authors suggest that a qualitative shift in the nature of infants' memory representations accounts for increasing memory flexibility with age. We will argue that a comprehensive theory of declarative memory development must (1)…

Memory for the position of a moving target is often displaced in the direction of anticipated motion, and this has been referred to as "representational momentum". Such displacement might aid spatial localization by bridging the gap between perception and action, and might reflect a second-order isomorphism between subjective consequences of…

The fields of developmental psychology and developmental neuroscience have existed independently of one another for many years. This is unfortunate, as knowledge of how the brain develops can inform the study of behavioral development. In this paper, we provide two examples of how knowledge about brain development has improved our understanding of…

The ability of 20 learning disabled (LD) and 20 non-LD students (mean age of 9 years) to process temporal order information was assessed by employing a relative recency judgment task. Ss were administered lists composed of pictures of everyday objects and were then asked to indicate which item appeared latest on the list (that is, most recently).…

The ability of nursery school children to associate pairs of toys was assessed under four experimental conditions: (1) control, (2) subjects manipulating the toys, (3) subjects generating a sentence, and (4) subjects generating a sentence while manipulating the toys. All three subject-involvement conditions produced significantly better…

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)

To improve memory in children in early grades or in children at all ages with cognitive problems, it is suggested that the teacher provide verbal interpretations of pictorial information, encourage children to verbalize the pictured material for themselves, and encourage children to create their own mental pictures. (SBH)

Investigated the role of memory development, especially the developmental change in reported general and specific memories, in children's and adults' concepts of themselves. The proportion of general responses was found to be high and stable across all ages; the proportion of specific responses increased with age. (PCB)

Effects of the importance of plot-relevant information on 4- to 6-year-old children's memory for four televised stories was examined in two experiments. Free recall and cued recall of idea units rated for importance by college students were assessed. Recognition following failed cued recall was also assessed. (Author/BN)

Used four experiments to examine retrieval access and item-by-item search processes and strategies in the cued recall of children in grades 3 and 6, and of adults. Results suggested that retrieval access is a problem for young children and contributes strongly to developmental increases in recall. Adults used retrieval strategies, although search…

Four experiments examined the contribution of item-by-item retrieval search processes to developmental differences in cued recall. Results indicated that developmental cued recall differences remained even when access, constraint, search object, and knowledge base problems were controlled or minimized. (SKC)