In adults, testing can enhance subsequent learning by reducing interference from the tested information. Here, we examined this forward effect of testing in children. Younger and older elementary school children and adult controls studied four lists of items in anticipation of a final cumulative recall test. Following presentation of each of the…

In Barkley's (1997a, 1997b) model of attention-deficit/hyperactivity disorder (ADHD), he proposes that working memory deficits resulting from ADHD may cause impairments in reading comprehension. ADHD has been associated with poorer processing speed and working memory as well as academic underachievement in some studies. However, more research is…

It has been suggested that learning an object's location relative to (1) intramaze landmarks and (2) local boundaries is supported by parallel striatal and hippocampal systems, both of which rely upon input from a third system for orientation. However, little is known about the developmental trajectories of these systems' contributions to spatial…

Research and theorizing on executive function (EF) in childhood has been disproportionately focused on preschool age children. This review paper outlines the importance of examining EF throughout childhood, and even across the lifespan. First, examining EF in older children can address the question of whether EF is a unitary construct. The…

Presents a background and rationale for examining personal beliefs of efficacy and control as related to adulthood cognition and memory. Focuses on the self-efficacy construct and its utility in studying cognitive behavior in adults. Highlights related work on achievement behavior in children. (RJC)

Performance on Piagetian logical concept tasks, standardized intellectual measures, and measures of memory ability was assessed cross-sectionally. Factorial analyses revealed significant chronological age main effects for all tasks except transitivity of weight. Covariance analyses indicated educational level is generally more closely related to…

Investigation of the relationship between short-term memory (STM) and working memory (WM) with 75 children and adults with learning disabilities and 86 children without learning disabilities concluded that STM and WM reflect different processes, both of which seem to separate the 2 ability groups. Both STM and WM were related to reading…

A study of 172 male and 120 female college students with learning disabilities investigated interaction of gender and ability on cognitive, language, and achievement variables. Most measures were strongly related to general cognitive ability. Gender differences were found for general short-term memory on one cognitive measure and the…