This longitudinal study modeled children's complex executive function (EF) development using the Groton Maze Learning Task (GMLT). Using a cohort-sequential design, 147 children (61 males, 5.5-11 years) were recruited from six multicultural primary schools in Melbourne and Perth, Australia. Race/ethnicity data were not available. Children were…

Children's spatial mapping starts out particularly sensitive to 3D wall-like boundaries and develops over early childhood to flexibly include other boundary types. This study investigated whether spatial boundaries influence children's episodic memory, as in adults, and whether this effect is modulated by boundary type. Eighty-one Korean children…

Trajectories of cognitive and neural development suggest that, despite early emergence, the ability to extract environmental patterns changes across childhood. Here, 5- to 9-year-olds and adults (N = 211, 110 females, in a large Canadian city) completed a memory test assessing what they remembered after watching a stream of shape triplets: the…

This research investigated whether episodic memory development can be explained by improvements in relational binding processes, involved in forming novel associations between events and the context in which they occurred. Memory for item-space, item-time, and item-item relations was assessed in an ethnically diverse sample of 151 children aged…

Nutrition plays an important role in the development of a child, particularly in low- and middle-income countries where malnutrition is often widespread. The relation between diet, hemoglobin, nutritional status, motor development, stimulation and mental development was examined in a cross-sectional sample of 1,079 children 12-18 months of age…

Temporal memory in 7-year-olds, 10-year-olds, and young adults (N = 78) was examined introducing a novel eye-movement paradigm. Participants learned object sequences and were tested under three conditions: temporal order, temporal context, and recognition. Age-related improvements in accuracy were found across conditions; accuracy in the temporal…

This report describes the first prospective study specifically designed to assess children's verbal memory for a unique event 6 years after it occurred. Forty-six 27- to 51-month-old children took part in a unique event and were interviewed about it twice, after 24-hr and 6-year delays. During the 6-year interview, 9 children verbally recalled the…

A controversial issue in the field of language development is whether language emergence and growth is dependent solely on processes specifically tied to language or could also depend on basic cognitive processes that affect all aspects of cognitive competence (domain-general processes). The present article examines this issue using a large…

The neurodevelopmental sequelae of early deprivation were examined by testing (N = 132) 8- and 9-year-old children who had endured prolonged versus brief institutionalized rearing or rearing in the natal family. Behavioral tasks included measures that permit inferences about underlying neural circuitry. Children raised in institutionalized…

Processing the self-relevance of information facilitates recall. Similarly, processing close-other-related information facilitates recall to a lesser degree than processing self-relevant information. This memory advantage may be viewed as an index of the degree to which the representation of self is differentiated from representations of close…

The relationship among the Piagetian concepts of identity, seriation, and transitivity was explored with preschool subjects. (JMB)

Children's comprehension and memory for different kinds of information in prose was assessed in two experiments. In the first experiment, 72 elementary school children listened to paragraphs and answered questions about explicit and implicit semantic relationships. The second experiment investigated the relationship between children's initial…

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

Reports two experiments conducted in an attempt to extend findings by Ellis which suggest a rehearsal deficit in mentally retarded adults. (Author/SDH)

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…