Fourier analyses of children's behaviors were conducted over a sequence of five consecutive study/recall trials to identify temporal patterns. Findings pointed to a global strategy in which children learn the items' categories before learning them individually. There was little qualitative difference in temporal organization for second graders and…

Classified children's use of cognitive strategies on a multitrial sort-recall task. Compared to fourth graders, more second and third graders were classified utilizationally deficient; fourth graders were more likely to be classified as quasi-utilizationally deficient. Levels of recall and clustering were higher for younger utilizationally…

A negative transfer paradigm was used to assess kindergarten, third-, and sixth-grade children's use of category relations in lists presented for recall. Results showed that negative transfer effects increased with age, with kindergarten children showing no evidence of interference relative to a control group. (Author/MP)

An alternating sort-recall procedure was used in three experiments to train third-, fifth-, and seventh-grade students in the use of organizational techniques as memory aids. (Author/JMB)

Second-, third-, and fourth-graders received five sort-recall trials for word lists. Results indicated that multiple strategy use increased with age; fourth graders who used more strategies had higher recall than those who used fewer; children at all ages showed substantial inter-trial variability in using multiple strategies; and the use of few…

Second-, third-, and sixth-grade children (N=48) were presented sets of categorically-related pictures, were either prompted or not prompted to identify categories and later asked to recall categories. Recall time for second- and third-grade prompted children was significantly less than for nonprompted peers. No differences were found with sixth…

Investigates developmental differences in awareness of category relations in sets of items presented for recall. Subjects were kindergarten, third, and sixth grade children. (CM)

Reports two experiments showing a possible developmental shift from memory organization based on associative criteria to an organization based on categorical criteria. Children in first, fourth, and seventh grades were given a sort/recall task with items that could be organized into groups of categorical or associative pairs. (Author/CB)

Second and fourth graders were classified according to their knowledge of soccer and their IQ and given two sort-recall tasks. Results demonstrated that the knowledge base played an important role in children's memory. Domain knowledge could not fully eliminate the effects of IQ on sort-recall tasks using domain-related materials. (GLR)

Young children were grouped according to socioeconomic status determined by their parents' educational level (college, high school, or less). Subjects were assigned tasks on sets of pictures which could be organized on the basis of taxonomic or complementary relations. There were no significant differences in level of recall or clustering.…