Preschool, first-grade, and fifth-grade children served as Ss in 2 experiments designed to test the developmental hypothesis that memorizing and perceiving are functionally undifferentiated for the young child, with deliberate memorization only gradually emerging as a separate and distinctive form of cognitive encounter with external data.…

This study was designed to contrast children's recall clustering before and after they acquired stable input organizations. A sample of 120 subjects (24 from preschool grades, 1, 4, 7, and college) performed two successively presented, procedurally identical, series of recall-sort-recall tasks. (Author/JMB)