Literacy and numeracy are correlated throughout development, however, our understanding of this relation is limited. We explored the predictors of literacy and numeracy covariance (i.e., shared fluency between literacy and numeracy) in children (N = 1167, girls = 563) in rural Côte d'Ivoire, with specific focus on how developmental timing of…

Investigates children's immediate and final recall memory as a function of grade level and presentation modality. Results obtained from 54 third, sixth, and ninth graders suggest that no conclusions can be drawn concerning levels of processing as a source of age differences. (Author/MP)

Four experiments with children aged 5 through 12 tested the relationship between short-term memory (STM) and processing capacity. The results suggest that effects obtained with STM span do not provide clear indications of overall working memory development, because STM span and the processing space component of working memory entail distinct…

The effect of three different kinds of advance descriptions on recognition memory for component information from pictures was measured for 72 first-grade children. All descriptions resulted in higher retention of all components than viewing without description. (Author/JMB)

Examined the effects of age, repetition, and retention interval on children's memory of the final occurrence of a repeated event. Found that repetition increased the number of items recalled, and that younger children showed a poorer ability to discriminate between the occurrences than the older children, though age differences were less evident…

In a free-recall task, sixth graders were given instructions to rehearse aloud either actively or passively and were exposed to materials which differed in terms of the presumed salience of the list organization. Results showed that recall varied as a function of list organization under both types of rehearsal. (Author/JMB)

To determine whether the frequently found short-term memory deficits in poor readers reflect a lack of ability or inclination to use efficient task strategies, the performances of second-grade good and poor readers were compared on a task which allowed direct observation of the use of verbal rehearsal as a mnemonic strategy. (Author/JMB)

Investigated the relationship of two memory components involved in the retrieval of information from long-term memory--one process-oriented and one structure-oriented-- to variability associated with age and ability differences. Striking developmental differences obtained for retrieval efficiency were highly related to scores on tests of ability,…

Thirty fourth-grade children were exposed in pairs to a series of slides and invited to take turns asking questions. Results showed retention to be significantly better for information acquired through the child's own questions as opposed to the information acquired through the partner's questions. (Author/JMB)

Results of three studies suggest that, to notice inconsistencies in prose, children have to encode and store information, draw relevant inferences, retrieve and maintain inferred propositions in working memory, and compare them. Third through sixth graders do not spontaneously carry out those processes that they are capable of carrying out. (JMB)

Two experiments were conducted which investigated the developmental patterns of children's rehearsal and organization of material to be memorized. (JMB)

The release-from-proactive-inhibition technique was used to assess the effects of mode of presentation and presentation rate on the development of elementary school children's ability to use the evaluative dimension of the Semantic Differential as an encoding device in short-term memory. (Author/JMB)

Tests semantic integration and frequency tally models of memory among 60 first-, third-, and fifth-grade children. Data from third and fifth graders show different patterns of results for regular and anomalous stories. The true-inference error rate was significantly greater than the error rates for false premise and false-inference sentences in…

Tests Piaget's interpretation of long-term memory improvement among 82 five- and six-year-old children. Concludes that there is little evidence for long-term memory improvement or for Piaget's theory of memory. (Author/RH)