Moral and conventional violations are usually judged differently: Only moral violations are treated as independent of social rules. To investigate the cognitive processing involved in the development of this distinction, undergraduates (N = 34), adolescents (N = 34), and children (N = 14) read scenarios presented on a computer that had 1 of 3…

Background: Two developmental reading disorders, dyslexia and reading comprehension impairment, are identified by different behavioural characteristics and traced back to different underlying cognitive impairments. Thus, reading interventions designed to address each of these reading disorders differ in content. Method: This review summarises the…

People with disabilities constitute a collective that requires continuous and customized attention, since their conditions or abilities are affected with respect to specific standards. People with "Acquired Brain Injury" (ABI), or those who have suffered brain injury at some stage after birth, belong to this collective. The treatment these people…

The research study investigated the memory and metamemory abilities of four severely to profoundly deaf students with bilateral sensory-neural loss, between the ages of 9 and 20 years. Metamemory was investigated with four modified subtests identified as "story list,""study plan,""retrieval event," and "opposites-arbitrary." Encoding was…

Free recall learning and organization were measured for third, seventh and eleventh grade children under conditions which varied the type and amount of task structure. (BD)

Age-related changes in self-definition were examined in 120 students from age 6 to 16 years. It is suggested that with increasing age there is greater self-extension and a reconceptualization of self and not-self relations. (GO)

The study focused on the question of whether the use of general persuasive strategies reflecting progressively higher levels of perspective-taking ability increases with age. (SB)

A series of three experiments was conducted to verify the hypothesis that age differences in paired-associate learning proficiency across adolescence stem from the development of increasing eleaborative propensity. (Author/JMB)

Development of the ability to classify auditory patterns was studied at grades 2, 6, 10, and 12 and at adult age levels. Both accuracy and feature use in classification were consistent across age; the age changes that did occur appeared to be due to differences in perception rather than process. (JMB)

This study investigated the developmental patterns for 82 deaf individuals (9-19 years old) in field dependence, as measured by the Embedded Figures Test. A significant sex difference was found for these deaf subjects only at the age of 15, favoring males. The deaf subjects differed significantly from the hearing norm group only at ages 15 and 17.…

Investigates performance of 8, 10, 12 year olds and adults on cognitive tasks in terms of several processing-speed measures, each of which may change independently with age. Results underscore the complexity of developmental change in processing efficiency. (Author/RH)

A study of 86 children (ages 5-16) investigated the relationship between age, IQ, and preferences for novelty. Children with higher IQs spent significantly more time responding to novel items than lower-IQ children. Older children with high IQs showed the most interest in novel items. (CR)

A study was conducted to examine longitudinal and cross-sectional age effects on accuracy of decoding nonverbal cues. A videotaped nonverbal discrepancy test was administered to 78 children aged nine to fifteen years. The test measured (1) decoding accuracy--the extent to which subjects were able to identify affects (positivity and dominance) from…

Two experiments were conducted to examine developmental changes from middle childhood to adolescence in metaretrieval plans offered to solve different retrieval problems. (Author/JMB)

Three experiments involving balance scale problems were used to characterize and explain developmental differences in three domains of children's thinking: existing knowledge about the problems, ability to acquire new information about them, and process-level differences underlying developmental changes in the first two areas. (BW)