Techniques of presenting information temporally in the auditory and visual modalities and spatially in the visual modality were used to assess information processing in seven- and nine-year-old children. (JMB)

Analysis of the performance of second-, fourth-, sixth-grade, and college-level subjects on picture-word interference tasks indicated that distractor words belonging to the same semantic category as pictures produced more interference than either unrelated words or nonsense trigrams. (Author/JMB)

The ability to recall and organize actions was studied in a sample of 80 children ranging in age from 5 to 11 years. Eight different auditory or visual commands were successively presented for 10 trials in each modality in a free-recall task. (Author/JMB)

A total of 120 children (aged 5, 9 and 11 years old) performed a spatial recall task utilizing either visual or auditory items. Results showed that visual recall was significantly superior to auditory recall at all age levels and all serial positions regardless of cue modality. (Author/JMB)

Uni- and multidimensional processing of 6- to 9-year olds was studied using recall tasks in which an array of stimuli was reconstructed to match a model array. Results indicated that both age groups were able to solve multidimensional problems, but that solution rate was retarded by the unidimensional processing of highly salient dimensions.…

Examines life-span developmental differences in spontaneous integration of semantically relevant material presented in pictures and sentences. Elementary school students, high school students, and adults were tested. (Author/SS)

Intra- and crossmodal performance of normal and retarded third-grade readers were compared in a reaction-time task. Results suggest that the demands of stimulus complexity within the visual modality rather than the demands of crossmodal shifting were related to reading ability. (Author/ED)