This study examined the developmental differences in preschoolers' recognition memory while evaluating the effects of experimenter-provided labels and assessing spontaneous production of verbal mediators by preschool children. (JMB)

Observing behavior and short term recognition were studied in a training and test design. (Author/SB)

Attempts to specify whether previously reported limitations on young children's full-report capacity lay in a smaller amount of available information, in a shorter trace duration of information in visual information storage (VIS), or in poorer coding of information into permanent storage. (Author/ED)

Subjects examined crowded semirealistic layouts of toy objects, or photographs of these layouts, and then tried to identify added, moved or deleted items. The main study involved 96 subjects, 24 at each of four age levels (first, third, sixth grade, and adult). (MS)

Visual, name and conceptual encoding of pictures were studied using a recognition memory task in which 4-, 8-, and 16-year-olds quickly decided whether or not pictures were identical to remembered study pictures. (SB)

Investigates kindergarteners, and third graders' ability to identify novel and repeated visual stimuli. A continuous recognition memory task technique is used. Examines children's ratings of confidence in their decisions by using standardized photographs of peers expressing varying degrees of certainty. (DP)

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)

In this study the relationship between mother's teaching style (verbal instruction vs. demonstration) and the child's performance on four memory tests was investigated. Mothers' teaching style with 9-year-old children was observed in an induced teaching situation in the home, in a Guatemalan Maya town. In the induced teaching situation, the mother…

This study investigated two methods for establishing a systematic, selective, attending strategy in a memory task for children. One method was direct training of a specific strategy, employing instructions, fading, modeling, and prompts to direct the child's attention to the relevant features and to organize systematic looking behavior. The second…

Results of this experiment provide support for the findings by Piaget & Inhelder (1973) that children's memory drawings of a seriated display improve over time as their cognitive abilities develop. (Author)

Assesses the relative importance of synonymity and antonymity for memory encoding of words for second and sixth graders. Also, the variable of association strength is investigated for both groups through the presentation of false-recognition stimuli. (DP)

Age and instructional differences in the representation of pictorial information were investigated in a recognition memory task. A total of 56 nursery school and 40 college-age subjects observed pictures under name labeling, color labeling, imaging, and no label instructions. Subjects were then tested for retention of object identity and color…

This study explored the developmental changes in children's effective utilization of verbal versus pictorial stimuli in forming connections between stimulus and response elements in a paired-associate task. A total of 112 children (56 males and 56 females), half of them 4-year-olds and half 8-year-olds, were tested under eight conditions involving…