Reviews recent progress in modeling human cognition, in particular the use of computers in generating models. Topics covered include the information processing approach to cognition, problem solving, semantic memory, pattern induction, and learning and cognitive development. A 164-item reference list is attached. (JL)

A new model is proposed for explaining children's performance on Pascual-Leone's test of M-space. The new model is used to generate theoretical performance curves for children at four different age levels and seven different levels of stimulus complexity, and it is a viable alternative. Differences between the models are reviewed. (Author/RD)

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)

A total of 12 second- and fifth-graders' semantic decision times for pictures and words were analyzed relative to the predictions derived from unitary- and dual-memory models. (MS)

Compared two-month old's abilities to detect changes in word order for sequences spoken as a well-formed sentence versus two unrelated, but well-formed, sentence fragments. Results suggest that infants are able to remember the order of spoken words when they are embedded within the coherent prosodic structure of a single well-formed sentence. (HTH)

Measured cognitive processing time, imagery skill, and spatial memory span of 128 children and adults, ages 8 to 20 years. Found that performance on spatial memory span tasks was largely predicted by imagery skill, which in turn was strongly linked to processing time; age was much less of a predictor in both cases. (EAJ)

This response to Brainerd and Reyna's paper (in this issue) argues that the common resources hypothesis can be applied to a wider range of phenomena than can the output-interference hypothesis. Presents results of a dual-task experiment under bidirectional deficits. Concludes that dual-task studies do not provide critical tests of the resources…

A conceptual framework of cognitive growth is sketched and a mathematical model of cognitive growth is presented with the conclusion that the most plausible model is a model of logistic growth with delayed feedback. The model is transformed into a dynamic systems model based on the logistic-growth equation. (SLD)

Examines preschool children's ability for advance planning and mishap prevention or remediation related to familiar events. Indicates that children three to five years old appear to use general event knowledge in constructing verbal plans. However, developmental differences in the quality of plans suggests that the ability of using general…

External memory strategies were investigated in 45 children (age 11) with mild mental retardation and children (ages 7 and 11) without mental retardation. In contrast to expected deficiencies in the use of strategies, results showed areas of overlap in strategy capabilities among the groups. (Author/DB)

Examined age- and skill-related differences among adult Bingo players, aged 19 to 74, who had from less that 2 months to over 20 years of playing experience. Subjects completed psychometric, cognitive, and experimental measures. Found no age-related differences on psychometric or memory measures, suggesting that Bingo playing experience may have…

Comments that fuzzy-trace theory is broadly comprehensive and contains compelling experimental manipulations; debates assumptions of the theory. Describes aspects of the historical and theoretical context of the theory and its usefulness in organizing false memory phenomena. Suggests some limitations concerning the representation of child…

Describes the origins of fuzzy-trace theory, including Piagetian, interference, information-processing, and judgment and decision-making influences. Discusses similarities and differences between fuzzy-trace theory and other approaches to memory falsification. Considers the theory's predictions regarding age differences in memory falsification and…

Reviews selected pioneering findings in the child-developmental and adulthood-aging literature and evaluates them within the framework of Nelson (Thomas O.) and Narens' (Louis) (1990) theory of metamemory. Makes suggestions for conceptually-based analytical research to help specify the mechanisms that underlie developmental differences in…

Two experiments investigated 4- to 7-year olds' memory for a specific episode of a repeated event. In Experiment 1, younger children had more difficulty remembering when a new activity type had been experienced, although experience improved memory for schema-atypical activities introduced in repeated events. Experiment 2 showed younger children…