Three studies investigated both serial learning (SL) and retention processes among first through sixth graders. Pictorial serial list items improved SL performance only for second, third, and fourth graders, while fifth graders performed better with verbal materials and sixth-grade performance was comparable in both presentation modes. (Author/CS)

The present study was designed to investigate the effects of stimulus presentation rate on recall and primacy-recency effects in children. Results indicated that the traditional interpretation of the primacy effect as reflecting long-term memory store may not be valid. (Author/SB)

The ability of 4th, 6th, and 8th graders to use structures inherent in a list of permuted symbols, defined in terms of Piagetian theory, was investigated. Age differences were noted. Results supported the theoretical notion that environmental event structure facilitates learning. (ST)

Children's short-term memory was studied under two experimental conditions: one in which recall was expected to be facilitated because of the provision of a study period, and one in which a distracting task was imposed that was expected to interfere with recall. Forty subjects at each of two age levels, 7 and 11 years, were tested in a…

Investigated the serial recall strategies of 96 children aged 5-8 years by applying a theoretical and methodological approach originally developed to investigate preschoolers' arithmetic strategies. Results indicated the use of multiple approaches for serial recall and adaptive strategy choices. (RJC)

This experiment examined the spoken serial recall by adults and second grade children of aurally presented lists of digits, synthetic stop consonants, and synthetic vowels. (SB)

Students in grades K, 1, 3, and 5 were administered the Rod and Frame Test (RFT), the Matching Familiar Figures (MFF) Test, and the Piagetian tasks of Discontinuous Quantity, Class Inclusion, Multiplication of Classes, and Multiplication of Relations. Cross-sectional trends were found in all tasks with older children being less impulsive, more…

This study examining children's ability to organize information for the purpose of recall was designed to control for verbal ability differences. The participants were 10 boys and 10 girls each from kindergarten, 2nd, 4th and 6th grades. A modified "Simon Says" game was used to enable the children to respond to eight selected verbal and motor…