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Peer reviewedGoodman, Gail S.; Haith, Marshall M. – Child Development, 1987
Maintains that Teyler and Fountain's presentation (1987) contains several limitations, namely, that the authors do not (1) distinguish between learning and memory, nor between storage and retrieval; (2) address the role of knowledge-based influences in memory and learning; or (3) employ concepts that can accommodate developmental phenomena in the…
Descriptors: Child Development, Children, Cognitive Development, Learning Theories
Peer reviewedTeyler, Timothy J.; Fountain, Stephen B. – Child Development, 1987
Data suggesting that different brain circuits may underlie different forms of learning and memory are reviewed. Several current theories of learning and memory with respect to hippocampal and other brain circuit involvement are considered. (PCB)
Descriptors: Animal Behavior, Behavioral Sciences, Biological Sciences, Learning Theories
Peer reviewedWeissberg, Jill A.; Paris, Scott G. – Child Development, 1986
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)
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Developmental Stages
Peer reviewedAckerman, Brian P. – Child Development, 1986
Two experiments examine use of defining, characteristic, category, and identical semantic features of word concept information in cued recall. College adults and 7- to 11-year-old children were shown word triplets in which context words were related or unrelated to final target word. Results suggest meaning features differ in providing medium for…
Descriptors: Age Differences, Children, College Students, Concept Formation
