Reyna and Brainerd supplement arguments they made previously in this issue by advancing five additional reasons for preferring output-interference explanations over the resources hypothesis. (RH)

Reports two experiments examining the contents and accessibility of a subset of the knowledge represented in long-term memory by preschool-age children. The knowledge domain of object locations in the home was selected for study. Among the results, very young children revealed considerable knowledge in this domain. (Author/RH)

Examined 4-year olds' strategy development using a new kind of "same-different" judgment task that minimized memory demands. Found that children's spontaneous behavior was highly strategic, and over trials it developed differently for "same" and "different" trials. Most children who did not spontaneously use the most…

This response to Brainerd and Reyna's paper (in this issue) argues that the common resources hypothesis can be applied to a wider range of phenomena than can the output-interference hypothesis. Presents results of a dual-task experiment under bidirectional deficits. Concludes that dual-task studies do not provide critical tests of the resources…

Examines the effects of integration complexity on the ability of child and adult listeners to integrate information. Increases in complexity adversely affected children's more than adults' resolution integration. The children's integration performance was affected by theme discontinuity and conferential complexity. (Author/AS)

Examines the relation between attention to target and context information and target recall in an incidental learning task for children and adults. Results support a distinction between context-interactive and context-independent situations and suggest that the attentional patterns that are efficient for memory may differ with the kind of…

Three experimental tasks were devised to assess the nature of memory processing limitations in fourth-graders' oral reading comprehension. (Author/MP)

Tests seven- , 10- , and 13-year-olds for developmental differences in processes and strategies involved in geometric matrix solution and the relationship between strategy differences and item complexity. (AS)