Fourth and sixth graders and adults read words preceded by either a congruous, incongruous, or no-sentence context, and then completed another task where they named the color of the target word. Results suggested that context effects are mediated by automatic processes which decrease in importance with age and reading ability. (Author/JMB)

Third- and fifth-grade children were presented with a picture-naming interference task to examine the effects of printing words in mixed typecase on children's automatic word processing. (Author/MP)