Maintains that recent theoretical and methodological advances have sparked renewed interest in studying children's learning. Describes consistent and interesting findings regarding how children learn and intriguing proposals regarding mechanisms underlying learning. Argues that increasing the focus on children's learning promises practical…

Tests the hypothesis that children are predisposed to learn suffixes rather than prefixes. Results of four experiments generally support the hypothesis. Importance of language learning strategies and influences of child's experience on strategy use are discussed. (JMB)

Examined implicit learning in 432 four- to 10-year-olds in 3 experiments, using a new paradigm based on drawing behavior. Found that children modified drawing behavior following specially devised practice in such a way that the changes could not be viewed as resulting from deliberate adaptive strategies, with modifications lasting for at least 1…

Extends and replicates the 1948 Soviet study by Istomina that examined the age at which children use deliberate strategies to aid recall and the effect that task context has on remembering. Subjects were 3- to 7-year-old children. Istomina's results were not replicated in this study. (HOD)

Suggests that the study of memory needs to be situated within broader conceptual and research contexts. Examines how four contexts accommodate memory phenomena: (1) knowledge; (2) comprehension; (3) context/function; and (4) strategy. Suggests that memories are best examined as knowledge structures resulting from efforts to understand, and that…

Examines the communication strategies adopted by people of differing ages attempting to perform a referential communication task and to determine their ability to adapt their strategies to various task conditions. (HOD)

Examined the use by children of the Novel Name-Nameless Category principle, under the framework that lexical principles are acquired in a developmental sequence. Results indicated that the particular principle was not available at the start of lexical acquisition but that exhaustive categorization ability and a vocabulary spurt occur…