The present findings suggest that never" as a response and very often" as a response are mediated by different underlying processes, at least between the ages of 8 and 17. (Author/WY)

Inference tasks emphasizing the acceptance of lack of closure (ALC), memory, and hypothetico-deductive reasoning were administered to 67 males and 74 females ranging in age from 5 to 12 years. Results suggest that the relationship of ALC to age is mediated by memory development rather than by logical development. (JMB)

An overt rehearsal procedure was used to study the relationship between 48 third- and 48 sixth-grade children's rehearsal strategies and their memory performance under difficult conditions of test expectation. This study addressed the question of why active rehearsal content results in superior recall performances. (MS)

Presents a study of the development of self-recognition in infants from 6 to 24 months of age. The development of self-recognition is compared to the development of object permanence. (BD)

An overt rehearsal procedure was used to investigate the relationship between children's rehearsal strategies and free recall performance. Subjects were 72 third- and 72 sixth-grade children. Investigated were the effects of increased processing time and rehearsal training upon recall. (MS)

This study examines the development of children's preference for task difficulty levels. Subjects were 78 boys and 66 girls, aged 63 to 105 months. The sample was separated into older and younger groups. Within each age group, half the children of each sex were randomly assigned to one of two forms to test their level of aspiration. Subjects were…

Project carried out under Contract No. PH 43 65-1011 between the Public Health Service, National Institutes of Child Health and Human Development and the Fels Research Institute.

In general, the large number of learners found in this study lends support to the assertion that children below five or six can learn problems requiring mediation. This suggests that their learning will have to be described by more complex models. (Author)

Children's ability to produce and use natural language mediators on a paired-associate recall task requiring self-generated elaboration was analyzed. Elaborations were recorded and classified according to a semantic-syntactic scheme. Comparisons between grades were made to determine the effectiveness of elaboration categories in facilitating…

Research on 128 children is presented as evidence of the superiority of a new clustering measure (X) over a more traditional "chance clustering" measure (sigma) as a means of organizing material to be learned to facilitate recall. X is shown to meet three criteria for a measure of a developmental process: X is more highly correlated with recall…

This paper examines the concept of decalage from two cognitive-change positions (structures of logical thought and attentional and verbal mediators) and proposes an alternative explanation for decalage from a perceptual-change point of view. The term decalage is used to summarize the relation between differences in performance of various age…

This longitudinal study examined the multiple influences of social class and family socialization on intelligence at age 7, and on the development of cognitive competence from age 7 through age 15 in a sample of 121 urban Icelandic children and adolescents. Socialization condition was defined as sources of parental support and control strategies,…