The present study tested the feasibility of using a purely verbal recognition-memory procedure with young children and examined the role of verbal associations in the memory encoding of such children. (Author)

The effect of subject age, sex, examiner, and stimulus word differences on developmental sequences of idiodynamic set responses in children's word associations was investigated. Subjects were 100 children, ages 7-11. The findings could not be interpreted as evidence of stage progressions, or hierarchical rankings in mediational processes. (NH)

Problem readers were as competent as average readers in associating non-representational linear forms with words, but were less competent in synthesizing whole sentences from individual linear forms. (Author/WY)

Based in part on an MS thesis (Fuller), University of Massachusetts.

In order to examine the effects of interrogative strategies in promoting children's associative learning, children five and six years of age, as well as sixth-grade children, were first presented with a variety of picture-paired associates and then tested for the ability to memorize them. (MP)

Results of a study using the keyword method of vocabulary learning showed increased comprehension of English vocabulary in context, as well as usage of that vocabulary in a novel context. (MKM)