The importance of early self-regulatory skill has seen increased focus in the applied research literature given the implications of these skills for early school success. A three-factor latent structure of self-regulation consisting of compliance, cool executive control, and hot executive control was tested against alternative models and retained…

Prior research has documented that Japanese children's performance on the Dimensional Change Card Sorting (DCCS) task can be influenced by their observation of another person completing the task, which is referred to as social transmission of disinhibition. The current study explored whether Canadian children would also show a social transmission…

Recent work on adult metacognition indicates that although metacognitive monitoring often guides control operations, sometimes it follows control operations and is based on the feedback from them. Consistent with this view, in self-paced learning, judgments of learning (JOLs) made at the end of each study trial "decreased" with the amount of time…

Kindergarten, second, and fourth grade children were asked to recall letter sequences on a task which required the use of a verbal strategy, a positional strategy, or either of the two strategies. (BD)

Three experiments were conducted to explore the effect of word training on interference patterns in the picture-word task. Subjects were first and second graders. (MP)

Two experiments were conducted to examine children's generality of imitative learning by measuring its transfer to other nonimitative performance conditions. Subjects in the first experiment were 14 children (mean age 8.5 years) from the Los Angeles County-University of Southern California Medical Center's Children's Psychiatric Out-Patient…

Two experiments investigated extent to which English- and German-speaking childrens' mental arithmetic was constrained by working memory. Found higher mental addition spans when numbers were visible throughout calculation than when not. Variation in addition span with age and arithmetical operation difficulty approximated to a linear function of…

Documented the changes in movement substructures and movement time as a function of practice on a rapid aiming task using the arm and hand among 6-, 9-, and 24-year-olds. Findings suggested that, with practice, the primary submovement is lengthened so that it ends nearer the target, especially in children. (Author/KB)

Assessed the influence of mnemonic and attentional aids on children's double-alternation learning, in a prediction situation in which subject had to learn to produce two consecutive responses of the alternate types. (Author/AJ)

Two experiments, consisting of eight set operation tasks, were conducted to examine rule-learning in children. Subjects were 179 boys ranging in age from 7.9 to 15.4 years. (MP)

Examined implicit learning ability in 6- and 10-year olds and adults as assessed by a serial reaction-time task, along with retention of knowledge after one week and explicit knowledge developed by children. Found no age-related difference in serial reaction-time performance, consistent with the idea that implicit learning abilities may be…

Dual task procedures--elaborative strategy use and finger tapping--were used to examine both recall and mental effort demands of elaboration strategy use among second and third graders. Results indicated that boys and girls did not differ in recall of arbitrarily paired items, but for feminine pairs, girls recalled more than boys; for masculine…

Ten boys and 10 girls ages 29-35 months, were tested individually on a memory task requiring free recall of two-item lists. No sex differences in response were noted. The mean number of correct responses and the mean number of correct pairs were higher for related items, and, in addition, the children frequently reported the last object they saw…

Three experiments demonstrated (1) habituation and long-term retention of habituation to a tone stimulus in third-grade children, (2) specificity of habituation to an auditory stimulus in first- but not fifth-grade children, and (3) specificity of habituation in fifth-grade children in response suppression when a cross-modality stimulus change was…