Children aged 48 - 77 months were given experience in either color oddity or nominal class sorting prior to a transfer task that tested their ability to apply the oddity rule ("which one doesn't belong") to three picture arrays for which solution was based on nominal class membership. (RH)

Investigates whether age differences in memory span are affected by type of material, with the aim of making inferences about capacity. Subjects were 30 boys and girls from each of three elementary school grade levels (first, third and sixth). (Author/MP)

In this report on cognitive processes, a discussion of the rationale and assumptions used by investigators explains the experimental procedures. To determine actual cognitive problem-solving processes, (rather than inferring them from results), subjects in these studies were presented with a problem and allowed to ask a sequence of questions which…

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)

Investigates the possibility that age-related increases in free recall are due in part to the more flexible manner in which older children retrieve information about items they have encoded. Subjects were 72 children aged four, seven, and ten years from English nursery school, (second and fifth grades.) (Author/MP)

Reports two experiments designed to assess the influence of stimulus meaningfulness on processing time with children of differing ages. (BD)

Developmental changes in 5- to 7-year-old children's mental representation of addition and subtraction events were examined by means of the response times required to answer more or less questions. (Author/JMB)

The mediational abilities of 40 preschool, 40 first grade, and 40 elderly subjects were assessed using the Kindler's three stage transfer paradigm, with both familiar and novel stimuli serving as potential mediators. (MS)

This study was designed to analyze developmental differences in the rehearsal strategies of 60 subjects of three age groups. Data revealed significant age differences in recall. Fifth and eighth graders tended to repeat stimulus words immediately after presentation while adults tended to reenter items for additional rehearsal. (LLK)

The present study was designed to determine whether previous experience with categorically related items would facilitate third and sixth grade children's recall of subsequent unrelated materials. Subjects were 24 children at each grade level. An additional aim was to see if such experience with taxonomic material would influence both the manner…

Compares the memorial consequences of orienting tasks which demand a high degree of information integration with those of tasks which demand a high degree of information selection. Subjects were 43 fifth grade children and 40 undergraduate students. (Author/MP)

To test the comparative efficacy of a visual imagery associative learning strategy in younger and older children, second and sixth grade children were presented a list of paired associates (concrete nouns) either at a faster or slower rate, under either an instruction to generate an interactive image for the pairs or a no strategy, control…

The first experiment investigates the ability of children ranging in age from two to five years to use taxonomic and complementary organizational principles in a forced-choice picture recognition task. The second experiment assesses two alternative classes of cues which may have been used by 2-year-olds to mediate their recognition pairings. (RH)

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…

The major finding of the present experiment was that children as young a 7 or 8 (second graders) were able to employ an induced visual-imagery strategy to facilitate paired-associate learning. (Authors)