Maintains that Demetriou and his colleagues' project shows how developmental scientists can assess concepts from multiple frameworks and relate them through explicit modeling and targeted research to build explanations powerfully grounded in data and theory. Presents doubts related to specific conclusions because of issues related to the design of…

Discusses the organization and retrieval of information. Describes the tip-of-the-tongue state during mathematics problem solving. Provides five rules for a deep level of processing of new concepts. (YP)

Two studies on M-capacity found factor-analytical and correlational evidence that five M-capacity tests share a common source of variance and that, as subjects' increase in age, scores increase at a similar rate. Results suggest that, in the 6-11 age range, M-capacity can be measured with a battery of tests. (AA)

Five experiments examined the role of global and local cues in memory retrieval in infancy. Results showed that infants encode and remember for substantial periods of time not only the shape of figures displayed in their periphery but also the global organization of these figures. They also adapt this information when responding to new events.…

Two experiments examined causal links among age, processing time, articulation time, and memory span in elementary school children. Found that age was correlated posssitively with memory span but negatively with processing and articulation times and that age-related change in processing time was associated with a decrease in the time required to…

Presents results of an experiment seeking relationships between motor activities and more central language production processes. Concludes that the same motor program was used for occurrences of repeated morphemes in the experiment. Reports that nonrepeated morphemes were recovered from verbal memory while the preceding repeated morpheme was being…

Considers the unique cognitive and intellectual factors that influence the learning and education of older adults. Reviews research on patterns of intellectual and cognitive aging and the implications of patterns in attention, memory, information retrieval, and tolerance for interference in the development of cognitive training programs for older…

Studied 18 deaf and 18 hearing childrens' (aged 6.8 to 16.6 years) performance on short-term memory tasks involving production of action responses to previously paired visual stimuli. Deaf children showed superior performance on the simultaneous presentation-free recall task and inferior performance on the serial presentation-serial recall task.…

Twenty-five children with specific language impairment (SLI) and 25 children with normal language (NL) were presented with novel vocabulary and bound-morpheme learning tasks. SLI children had significantly lower vocabulary learning levels and less ability to generalize bound morphemes than NL children. Results support the storage/access but not…

Investigated how working memory differences between learning-disabled and nondisabled children reflect a specific or generalized deficit and whether limitations in enhancement of learning-disabled student's working memory performance are attributable to process or storage functions. Results suggest that learning-disabled suffer generalized working…

Two experiments compared recognition memory of 85 nonretarded and 85 mildly mentally retarded adolescents immediately and 1 week after presentation of word stimuli of semantic incidental, nonsemantic incidental, or intentional orienting instructions. Results suggest similar processing in mildly retarded and nonretarded persons, with longer…

Investigation of the relationship between short-term memory (STM) and working memory (WM) with 75 children and adults with learning disabilities and 86 children without learning disabilities concluded that STM and WM reflect different processes, both of which seem to separate the 2 ability groups. Both STM and WM were related to reading…

Explored the contribution of two working memory systems, the articulatory loop and the central executive, and short-term memory to the word recognition and comprehension deficits of children with learning disabilities. Results of 2 experiments with 150 children support the idea that poor word recognition and comprehension reflect deficits in a…

This study evaluated descriptions, either from memory or by using a map (print or tactile), of 12 visually impaired and 12 sighted elementary grade children of two routes around their schools. Descriptions from maps were generally poorer than those from memory. Qualitative differences were also found between descriptions of visually impaired and…

Sixteen school-age children with specific language impairment (SLI) and 16 age-matched controls were tested for immediate recall of digits presented visually, auditorily, or audiovisually. Recall tasks compared speaking and pointing response modalities. SLI children showed small recency effects as well as an unusually poor recall when visually…