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)

Two experiments on divided attention and adult aging are reported that take into account age differences in single-task performance and that measure divided attention independently of resource allocation strategies. No significant age difference in divided attention ability independent of single-task performance level was found in either…

Asked older individuals (N=24) questions regarding which of their cognitive abilities have changed with age. Subjects' reports about memory corresponded with previous research, i.e., memory decreases with increasing age. For problem-solving abilities, subjects' reports did not correspond with research, i.e., abilities increased with age. Factors…

First- and sixth-grade students, as well as college- age students, were examined with a procedure that generates separate measures for storage and retrieval components of the probability of correct recall. While recall performance was found to improve with each advancing grade level, it was found that storage and retrieval processes develop at…

Examines the role of basic cognitive-processing efficiency as the source of developmental variance in cognitive performance. Two experimental tasks, memory and visual scanning, were used to investigate age effects on the search-processing parameter. Subjects were 9-, 11-, 13-, and 15-year-old children. (CM)

Examines the relative utility of exemplar and linguistic information for acquiring basic and superordinate categories. Developmental differences were predicted in the ability to benefit from the linguistically specified information. Preschool, kindergarten, and first-grade children were tested. (Author/SS)

A battery of four tasks which measure the interhemispheric transfer of information was utilized to test the hypothesis that there will be an increase in efficiency of interhemispheric transfer with increasing age. (MP)

Descriptions of cognitive development are determined by the metamodel on which theories and data are based. The associative and information processing approaches have generated much of the research on adult learning and memory. A contextual approach, emphasizing perceiving, comprehending, and remembering, is emerging in the present historical…

This article summarizes results from studies of the organization and development of cognitive abilities in adults aged 20 to 60 years old. Theories of intelligence stipulating a hierarchy of intellectual functions, with fluid and crystallized intelligence at the top, are supported. Six conclusions on age differences are offered. (Author/RD)

Tested the hypothesis that knowledge base development is an important condition for memory development, by using young children and college students in two experiments. (Author/DB)

Investigated ability of young children to interpret aerial photographs and maps, sought age and/or cognitive development differences, and probed whether or not some environmental features were more consistently recognized than others. (Author/DB)

Assesses the ability of Pascual-Leone's Theory of Constructive Operators to predict the minimum age or maturational level at which integration of a motor task could be achieved. Subjects were 114 elementary school children ranging in age from 5 to 12. (Author/MP)

Adult age differences in recognition memory for pictures of faces were assessed under different instructional conditions to test the processing-deficit hypothesis. (Author/SS)

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)