Kindergarten, first-, and third-grade children were presented depicted items and asked to name them. For each item they could not name they were asked to judge (1) if they felt they knew the name and so would be able to recognize it and (2) if they had seen the depicted item before. (Author/JMB)

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)

In a series of studies on delayed recognition and forgetting, the failure of 22-week-old infants to recognize which face photo (e.g, man or woman) had been previously exposed was shown to be influenced by what the infant saw during a retention interval. (Author/JMB)

Two experiments with 18-week-old infants employed an interference paradigm to study infant visual memory for faces. (Author/JMB)

Reports four experiments in which infants' recognition memory (defined by novelty preferences) was found to be improved by providing five- to seven-month-old infants with discriminable but related targets during the familiarization period. Facilitation of recognition was found for both photographs of faces and abstract patterns. (JMB)

Recognition memory, defined by novelty preferences, was found to vary over 4 discrimination tasks as a function of length of familiarization for 5-6-month-old infants. (ST)

A serial recognition task was used to compare performance of two age groups of learning disabled children (mean chronological ages 8.1 and 10.6) with 2- and 3-dimensional representations of nonlabeled 8-point random shapes. (Author/JMB)

Differences in performance were examined for 3- and 7-year-old and adult age groups on 2- or 4-alternative forced-choice recognition tests following presentation of either 300 or 600 picture stimuli. Clear developmental differences in performance were obtained. (Author/JMB)

Recognition memory performances of preschool children were compared in nine combinations of visual-only, verbal-only, and combined visual-verbal presentation test conditions. Subjects generally performed at a high level of correct responding. Verbal-only presentation resulted in less correct recognition than did either visual-only or combined…

Two studies examined constructive memory in sentence-recognition tasks as a function of lexical factors, logical ability to make transitive inferences, memory load, and age (kindergarten, first, and third grade children.) (Author/JMB)

Although the performance of American 5- and 8-year-olds was superior to the Guatemalans, the 11-year-olds in both cultures performed at an equally high level. (Authors)