Discusses various views of domain-specificity. Argues that it is time to move beyond an acknowledgment that constraints on the way knowledge is represented influence the way in which new learning proceeds. Directions for future research are pointed out. (RH)

Tested a knowledge-based view of early memory development. Assessed preschool children's knowledge about two different scenes and their recall and location memory for objects in those scenes. Found that age, knowledge about categories, and memory for unrelated objects were significant predictors of memory of objects in the scenes. (MM)

Explores content or contextual validity of social rule classifications produced by sample of 12-year-old child coders. Analyses of variances revealed that categorization schemes generated by child coders were contextually valid as determined by raters' mean ratings. (Author/RWB)

Argues that the dichotomy between domain-specific and general theories of cognitive development addressed in the "Merrill-Palmer Quarterly" special issue is unproductive. Suggests that polarities of generality and specificity exist in creative tension as seen through developmental processes. (Author/BB)