Although growing up in stressful conditions can undermine mental abilities, people in harsh environments may develop intact, or even "enhanced," social and cognitive abilities for solving problems in high-adversity contexts (i.e. 'hidden talents'). We examine whether childhood and current exposure to violence are associated with memory…

Purpose: As online learning has become more prevalent, how learners interact with each other in those learning environments has become more salient. To develop effective levels of interaction, students must feel comfortable to express their ideas and views. For this reason, this paper aims to look at how individual students' levels of social…

The effects of associative strength and gist relations on rates of children's and adults' true and false memories were examined in three experiments. Children aged 5-11 and university-aged adults participated in a standard Deese/Roediger-McDermott false memory task using DRM and category lists in two experiments and in the third, children…

Nearly 100 students were given a Pre-Test in psychology on the first day of class without warning in order to assess their knowledge of basic course content derived from the prerequisites of the course (PSYC-100 Introduction to Psychology or PSYC-220 Child Development) and other life experiences. This was intended as a low-stakes testing…

Examined children's ability to accurately monitor sources of suggested information. Age differences were found in the degree to which a misleading suggestion led subjects to believe they actually remembered seeing events that had in fact only been suggested to them. Proposes that these age differences reflect developmental differences in the…

Experiment tested one explanation of lag effect in free recall by comparing hypothesized and observed changes in developmental lag functions. Suggests that lag paradigm might be used in assessing developmental differences in processing strategies as a more sensitive, general alternative to overt rehearsal techniques. (Author/HS)

Dual task procedures (finger tapping and associative memory) were used to examine developmental differences in the amount of mental effort required to deploy rehearsal and elaboration. Sixth-grade and college students participated. Some evidence for a developmental difference in mental effort was found. (TJH)

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)

Two studies of 7-year-olds and college students tested the hypothesis of a developmental difference in the degree to which subjects' memory performance was controlled by categorical properties vs. specific instance properties of test items. (GO)

Developmental differences in the relative salience of features in concept representations in semantic memory and their contributions to differences in cued recall were examined in two experiments. Subjects were second graders, fifth graders, and college students. Results showed that recall varied with feature salience, with salience greatest for…

This article presents a new method of inferring students' cognitive structures and their development. A modification of Reitman and Rueter's "ordered tree technique," the method generates a structure that displays important relationships assumed to be in a student's memory about concepts taken from a specific field of study. (Author/LMO)

This study was designed to test the hypothesis that coding used for recall is a dynamic process that changes in accordance with operational structures. Fifty male and female university students participated in two task sessions: (1) Formal operations and recall and (2) recall one month later. Significant correlations supported the basic…

Investigates the influence of logical skills (inclusion and seriation) on the degree and kind of semantic integration performed on remembered material among 47 third- and fourth-grade boys and girls and college students. (JMB)