The authors examined an activity-based listening strategy with first- and third-grade children in mixed-grade dyads. On the basis of theories of cognitive development and previous research, the authors predicted the following: (a) children in an activity-based strategy would recall more story events compared with those in a repetition strategy and…

A total of 96 first graders, fifth graders, and college students were asked to predict how many orally presented nouns they would later be able to recall or recognize. Results showed large developmental differences in prediction accuracy on the recall but not on the recognition tasks. (Author/JMB)