Five-year-olds, 9-year-olds, and adults were compared in a successive tachistoscopic recognition task in which size of the first array and the interval between the first array and the second single recognition-test stimulus were varied. (Author/SB)

Recognition memory, defined by novelty preferences, was found to vary over 4 discrimination tasks as a function of length of familiarization for 5-6-month-old infants. (ST)

A recognition memory experiment with 8-, 11- and 20-year-olds investigated the hypothesis that, with age, semantic encoding becomes increasingly important relative to acoustic encoding. (CM)

In this study, third and sixth graders were tested in a recognition memory task with short lists of items from either one or two categories to investigate the influence of categorical information on retrieval processes. (Author/SB)

This study examined mental age differences in the ability of educable retarded children to predict their recognition accuracy when recall failed. Results are discussed in terms of the complexity of the metamemory judgment required. (Author/JMB)

This study examined (1) whether subjects of different ages tend to rely on different kinds of visual information when given a choice; and (2) whether the ability to use spatial and identity information accurately in a recognition task changes developmentally. (Author/SB)

The Bransford and Franks paradigm of linguistic abstraction was used to examine age differences in the nature of stored semantic information. (Author/SB)

False recognition errors in elementary school children were studied using word association tasks. Data obtained validated the developmental changes in the dominant dimensions of associative organization. (ST)

Age-related differences in continuous recognition memory were assessed in adults. High and low frequency words were presented to the subject one at a time. No age difference was found in recognition latency or errors. Low frequency words were recognized faster and with higher accuracy. (Author)

Children at three age levels (grades 1, 3 and 5) were tested for recognition memory of adult male faces following three different orienting activities at encoding: standard intentional learning instructions, judging whether or not each face had a big nose, and judging whether each face appeared "nice." (Author/SS)

A serial recognition task was used to compare performance of two age groups of learning disabled children (mean chronological ages 8.1 and 10.6) with 2- and 3-dimensional representations of nonlabeled 8-point random shapes. (Author/JMB)

Differences in performance were examined for 3- and 7-year-old and adult age groups on 2- or 4-alternative forced-choice recognition tests following presentation of either 300 or 600 picture stimuli. Clear developmental differences in performance were obtained. (Author/JMB)

Four types of semantic relation, assumed by different researchers to be implicated in the organization of semantic information, were investigated by means of false recognition and word association tasks presented to independent samples of 4- and 5-year-old children. (Author/SB)

Two studies examined constructive memory in sentence-recognition tasks as a function of lexical factors, logical ability to make transitive inferences, memory load, and age (kindergarten, first, and third grade children.) (Author/JMB)

Two studies examined recognition memory for pictures in elementary school children and adults. Photographs were used which showed either single objects or multi-object scenes and distractors which differed from targets in that an element had been added, an original element moved, or the vantage point changed. (Author/JMB)