Developmental differences in the relative salience of features in concept representations in semantic memory and their contributions to differences in cued recall were examined in two experiments. Subjects were second graders, fifth graders, and college students. Results showed that recall varied with feature salience, with salience greatest for…

Little is known about how teachers encourage memory activity and strategy use in children. In order to gain such information, 69 teachers of grades K through 6 were observed in five 30-minute periods. A total of 292 strategy suggestions and 15 instances in which the teacher attempted to suppress spontaneous strategy use were observed. Teachers…