Executive functions (EFs), important cognitive processes that enable goal-directed behavior, develop due to maturation and environmental stimulation. The current study systematically reviews and synthesizes evidence on the association between teacher-student interactions and EFs. The search resulted in 28 studies, from which 23 studies provided…

In this study the authors investigated whether children demonstrated the "underconfidence-with-practice" (UWP) effect. This effect is a highly robust metacognitive illusion in which adults become underconfident in their memory performance when asked to predict their memory for the same items across multiple study-test trials. One…

To date, little work has been done investigating prospective memory in children, particularly using a delay-execute paradigm. Two experiments were conducted to investigate this issue with children aged 5-11 years. While playing a computer driving game, children's ability to carry out a delayed intention either immediately a target cue appeared or…

The authors investigated the performance on simple multiplication and division problems of 8-year-old children longitudinally to determine the developmental trajectories of both operations. Twice a year, during 2 consecutive school years, children performed a multiplication and division verification task and a number-matching task. All effects…

Four experiments with children aged 5 through 12 tested the relationship between short-term memory (STM) and processing capacity. The results suggest that effects obtained with STM span do not provide clear indications of overall working memory development, because STM span and the processing space component of working memory entail distinct…

Established the differential maturation of rapid-speaking durations and the durations of interword pauses in the memory-span-task responses of first, third and fifth graders. Found that a particular memory span is accompanied by different profiles of processing rates in children of different ages. (Author)

Average and backward readers from Grades 2, 4, and 6 were examined for their performance on five cognitive tasks, three of which measured memory span. Results were consistent with a developmental trend and increment with reading competence. No differences were obtained between matched groups, which supported a developmental interpretation.…

Two experiments investigated the possibility that normal children (sixteen 6- to 7-year-olds) and retarded children (sixteen 9- to 10-year-olds) equated for immediate memory performance may not use effective strategies to eliminate interference from irrelevant information in memory. (Author/JH)

Problem studied: How children represent haptic spatial information in memory. Question aimed at: Whether, and if so in what ways, children's spatial representations differ according to the main modality of prior experience. (JH)

Two experiments were conducted which investigated the developmental patterns of children's rehearsal and organization of material to be memorized. (JMB)

Textual meaning is not autonomous--not only do the meanings of texts change as contexts change but also the textual or sentence meanings change as cultural conventions change. A series of preliminary studies have established that children into the early school years believe that the speaker's intentions, especially when the speaker's belief is…

This experiment investigated age differences in memory performance and the extent to which rehearsal techniques contribute to these differences. Second and sixth grade children were trained in a variety of rehearsal techniques in an overt-rehearsal free recall task. (Author/SB)

Examined elementary school children's memories for faces of preschool classmates after a three-year interval. Found that children recognized their classmates at an above-chance level but significantly below that of the preschool teachers. The classmate advantage on the face-matching task decreased across the three-year interval. Findings suggest…

Research reports have indicated that children's memories for pictures or events improved between early and later recall sessions in conjunction with operative growth. This study attempted to determine (1) if any intervening operative training task would increase memory improvements, and (2) if exposure to the memory stimulus per se would enhance…

Experiment tested one explanation of lag effect in free recall by comparing hypothesized and observed changes in developmental lag functions. Suggests that lag paradigm might be used in assessing developmental differences in processing strategies as a more sensitive, general alternative to overt rehearsal techniques. (Author/HS)