Examined continuity in attachment classification from infancy through adolescence and related it to autobiographical memories of childhood, divorce, and maladjustment in white middle-class children. Found no continuity in attachment classification from 1 to 18 years and no relation between infant attachment status and adolescent adjustment.…

Two experiments involving two sets of actions using two stimuli sets examined deferred imitation to trace changes in memory retrieval by 18- to 30-month-olds. Results indicated that target action recall with different stimuli increased as a function of age, particularly after a delay. A unique verbal label facilitated 24-month-olds' performance…

Studied the reliability of implicit and explicit memory tests in experiments involving these tests. Results with 168, 84, 120, and 128 undergraduates show that methodological artifacts may cause implicit memory tests to have lower reliability than explicit memory tests, but that implicit tests need not necessarily be less reliable. (SLD)

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…

A series of five integrated experiments with 155 subjects to determine validity of the TOMM showed that scores on the TOMM are able to detect when an individual is not putting forth maximum effort. TOMM's high levels of sensitivity and specificity suggest that it has high promise as a clinical test for detecting malingering of memory impairments.…

Examining self-reported verbal protocols and online measures of spelling latencies for 93 elementary school students showed that children seem to use a relatively sequential read-out from long-term memory when directly retrieving a spelling, but they use a consonant pair strategy for final consonant clusters when spelling out a word. (SLD)

Compared perceptual and conceptual implicit and explicit memory performance of preschool, elementary, and college students. Found that conceptual explicit memory improved with age. Perceptual explicit memory and implicit memory showed no developmental change. Perceptual processing during study led to better performance than conceptual processing…

Suggests models for the task of recognizing word pairs, where the distractors may be pairs of new words, or a new word paired with a previously seen word. These models suggest rather different conclusions than the Isingrini et al. experiment. The current study suggests that the elderly differ from the young in both learning and response selection.…

Research findings on cognitive capability of older adults, educational participation, and self-reflection emphasize the importance of contextual and environmental factors in understanding how older adults are learning to meet the challenges confronting them. (SK)

Describes from a neurobiological perspective the interdependence of emotion and reason. Examines the contribution of implicit memory to unconscious cognitive processes. Explores the implications of emotion and implicit memory for transformative learning. (Contains 64 references.) (SK)

Compares picture span performance of developmental dyslexic teenagers to the picture span performance of both reading and chronological age match controls. Finds all three groups showed a significant phonological similarity effect but only the dyslexic group showed a significant visual similarity effect. Discusses results in terms of developmental…

Develops in detail implications for teaching of the arbitrary and necessary curriculum divide. Discusses practical ways forward for teachers who plan lessons and work in the classroom with sensitivity to this divide. Concentrates on teaching and learning arbitrary aspects of the curriculum. Arbitrary is in realm of memory and students have the job…

Twelve adult males who stutter and 12 controls were tested on naming words and symbols and their ability to encode and retrieve memory representations of a combination of a symbol and a word. Findings question the claim that people who stutter have problems in creating abstract motor plans for speech. (Author/DB)

Assessed 2-year olds' ability to use semantic context to infer meanings of novel nouns and to retain those meanings. Found that children learned majority of novel words; however, they occasionally failed to choose the correct corresponding picture for a novel noun even when they understood the verb; also found a significant retention of newly…

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…