This longitudinal study explored the importance of kindergarten measures of phonological awareness, working memory, and quantity-number competencies (QNC) for predicting mathematical school achievement in third graders (mean age 8 years 8 months). It was found that the impact of phonological awareness and visual-spatial working memory, assessed at…

Tested the hypothesis that fourth-graders have a greater tendency than first-graders to represent transformations as ordered series of beginning, middle, and end states. Predominantly constructed states of fourth-graders were components of continuous movements or transformations, whereas those of first-graders related to the experimenters' on the…

Established the differential maturation of rapid-speaking durations and the durations of interword pauses in the memory-span-task responses of first, third and fifth graders. Found that a particular memory span is accompanied by different profiles of processing rates in children of different ages. (Author)

Two experiments investigated the possibility that normal children (sixteen 6- to 7-year-olds) and retarded children (sixteen 9- to 10-year-olds) equated for immediate memory performance may not use effective strategies to eliminate interference from irrelevant information in memory. (Author/JH)

Problem studied: How children represent haptic spatial information in memory. Question aimed at: Whether, and if so in what ways, children's spatial representations differ according to the main modality of prior experience. (JH)

Seven and 10-year-olds were tested on memory and sex-role preference tasks. The memory task was the Wickens release from proactive inhibition paradigm in which short-term recall of words is tested on successive trials. Children selected favorite pictures from an array including masculine and feminine items. (JH)

Experiment tested one explanation of lag effect in free recall by comparing hypothesized and observed changes in developmental lag functions. Suggests that lag paradigm might be used in assessing developmental differences in processing strategies as a more sensitive, general alternative to overt rehearsal techniques. (Author/HS)

A total of 96 binary statements were administered to 120 children randomly selected from 3 academic levels. The Constituent Comparison Model accounts for the results obtained in this study. (HS)

Tested whether a verbal description given before or after presentation of a picture effected visual processing and/or memory. (SB)

A sorting presentation procedure was used to study the effects of three classification schemes (self-generated, thematic, or taxonomic) on the organized free recall of second and fifth graders. (Author/SB)

Corrects errors in "A Developmental Study of Learning Disabilities and Memory" by Stephen J. Ceci (Volume 38, Number 2 1984), pages 352-371. (AS)

Developmental changes in memory organization based on synonym and antonym relationships were examined in three experiments. Subjects were 64 second graders and 64 sixth graders. Some inadequacies of a false recognition paradigm for developmental research are identified and some alternative analyses are proposed. (Author/JH)

Children, ages 7-8 and 11-12, were asked to represent pairs of nouns in memory as a single interactive image, as two separate images, or by a control procedure; and then were tested either by cued or noncued recall. Results were interpreted as supporting an imagery-organization hypothesis. (Author/SB)

Two experiments which tested recall differences among young children indicated: (1) organizational factors, not item processing per se, influenced previously found differences in children's recall of pictures following semantic and physical orienting tasks; and (2) physical orienting tasks may effectively inhibit subjects' processing of words, but…

Examines whether spontaneously strategic children from two age groups differed in the capacity required to execute a strategy. The strategic behavior of younger and older children was assessed on a selective memory task. A significant age difference in the capacity required for the strategy suggested that there is further development of strategies…