Artificial intelligence (AI) and robotics are major breakthrough technologies that are transforming the economy and society. The OECD's Artificial Intelligence and the Future of Skills (AIFS) project is developing a programme to assess the capabilities of AI and robotics, and their impact on education and work. This volume reports on the first…

Purpose: Children with specific language impairment (SLI) demonstrate significant language impairments despite normal-range hearing and nonverbal IQ. Many of these children also show marked deficits in working memory (WM) abilities. However, the theoretical and clinical characterization of the association between WM and language limitations in SLI…

The treatment of Attention Deficit Hyperactivity Disorder is a matter of ongoing research and debate, with considerable data supporting both psychopharmacological and behavioral approaches. Researchers continue to search for new interventions to be used in conjunction with or in place of the more traditional approaches. These interventions run the…

Three variables (diagnosis, location of cues, and mental age of learners) influencing stimulus control and stimulus overselectivity were assessed with eight autistic children (mean age 12 years) and eight average children matched for mean age. Among results were that autistic subjects tended to respond overselectively only in the extra-stimulus…

Assesses children's recall performance using three memory instructions: standard free recall, repetition, and categorical processing. Recall performance was about equal for standard versus repetition and superior when category processing is used, especially with highly representative items. Concludes that at both 7 years and 10 years the…

This study contrasted two possible relations between reflection-impulsivity and analytic or holistic modes of processing. Although impulsive children were more holistic in the classification task, they made more errors than reflectives on matching tests, regardless of whether the content favored holistic processing. (RH)

Among children 7 to 11 years of age, recall of words initially accompanied by self-reference questions was found to be superior to recall of words accompanied by semantic questions at all age levels. The advantage of self-reference did not vary with age. Results were interpreted in terms of a distinction between functional and expressive…

A developmental progression in 6-, 8-, and 10-year-old children's use of strategies for gathering information was revealed in a study involving partial recall, total recall, and similarity/difference judgments. When subjects chose stimuli for exposure from an array, older children showed more ability to match strategy to task demands. Strategy…

Reports that both learning-disabled (LD) and non-learning-disabled (NORM) children recalled disproportionately more adjacent words than semantically related or spaced words in a free recall task. Spaced words were less likely to be recalled by the younger children and by the LDs. NORMs' recalls were governed by purposive semantic processing to a…

Sixteen children, aged 7:8 to 9:10, learned 2 miniature languages differing in word order. Children found the Subject-Object-Verb language easier than the Verb-Subject-Object language; they also made more suffix errors and fewer word order errors in the Subject-Object-Verb language. (Author/DB)

The hypothesis that, when trying to decide whether the person, stimulus, or circumstance is the cause of an event, individuals increasingly select schema-consistent information with increasing age was tested in 106 Turkish 9-, 12-, and 17-year-old subjects. (Author/RH)

Reports two studies of 3- to 12-year-old children's social decision making which were designed to demonstrate that previously shown age differences may result from development of the requisite information-processing capabilities and social-situational factors. Implications for the cognitive developmental influence upon social behavior are…

This study compared children (n=68) with either autism or general delay on false belief tasks and tasks to test for an understanding of interpretive diversity. Findings partially support the view that tasks of understanding interpretive diversity are more difficult than false belief tasks. Between-group differences in the consistency and quality…

Many researchers and clinicians are diagnosing depressed children according to criteria resembling those used to diagnose depressed adults. To investigate cognitive correlates of depression in children two studies were conducted. In the first study 37 children in grades 5-7 were given a booklet containing the Children's Depression Inventory (CDI)…

Reports four experiments focusing on Piaget's claims that conservation and transitivity concepts are experienced as logically necessary truths. Two experiments examined feelings of certainty and necessity in college students presented with Piagetian tasks. Two other experiments extended these procedures to children and the issue of developmental…