Three experiments examined the effect of different kinds of background features on children's orientation discrimination. A fourth experiment tested the hypothesis that errors in discrimination of obliques can be attributed mainly to confusion over the left-right direction of tilt. Subjects were 160 five-year-old and 20 seven-year-old children.…

This study examined children's use of category information as a discrimination cue to avoid intrusions in recall and false alarms in recognition of items outside given categories. Forty-eight children in grades 1 and 4 were administered one of three conditions of a recognition task in which all study words were members of one of two familiar…

A total of 45 fifth grade students were the subjects of an experiment offering support for a component of learning strategy (memory imagery). Various theoretical explanations of the image-tracing phenomenon are considered, including depth of processing, dual coding and frequency. (MS)

A total of 630 boys and girls from kindergarten to second grade were asked to compare durations that differ in beginning times with those that differ in ending times. Possible sources of children's failure to integrate beginning and end points when comparing durations were discussed. (Author/CI)

Two studies of 7-year-olds and college students tested the hypothesis of a developmental difference in the degree to which subjects' memory performance was controlled by categorical properties vs. specific instance properties of test items. (GO)

The question of how children represent and use comparative or partially ordered information is examined. Two experiments tested a conjecture that a common representation, a linear order, underlies the processing of all comparatives. (Author/MS)

Two experiments examine the sorts of cues that might be available to facilitate children's ability to discriminate between memories for their own actions. Results suggest that the differences in discrimination performance demonstrate the importance of kinesthetic cues and visible consequences for children's memory discrimination. (Author/RWB)

Second grade Ss and college students were tested under three conditions of the temporal relationship of feedback and stimulus information. (Editor)

The verbal discrimination learning of elementary school children was assessed in two experiments. In both experiments, Ss were given either regular discrimination learning instructions (control), instructions to pronounce the correct pair member aloud three times during study trials (vocalization), or instructions to generate a visual image of the…

Three studies of elementary school children's problem-solving procedures in intentional discrimination tasks are reported. Subjects were children selected from kindergarten and grades 2, 3, and 6. (Author/MP)

Described are three experiments which probed children's sensitivity to structure or organization in visual patterns. Each experiment employed a different paradigm (complexity judgment, discrimination learning, recognition learning, and memory) in order to tap different aspects of children's use of structural information. Subjects were children in…

Two studies with 33 reading-disabled and 31 non-reading-disabled second through fourth graders indicate that young disabled readers may not be able to hold phonemic information in their memories long enough to make adequate discrimination of phonological information within syllables. (SLD)