Preschool, first-grade, and fifth-grade children served as Ss in 2 experiments designed to test the developmental hypothesis that memorizing and perceiving are functionally undifferentiated for the young child, with deliberate memorization only gradually emerging as a separate and distinctive form of cognitive encounter with external data.…

Results indicated that availability of categories rather than frequency of words seemed most crucial in determining developmental changes in clustering efficiency. (Authors)

Study compared the relative power of the Taxonomic, Semantic Differential, and Sense Impression categories in the recall behavior of children. (Authors)

Findings provide information about developmental differences in sorting and recall, as well as evidence that organizational training may influence recall performance. (Authors)

Research on 128 children is presented as evidence of the superiority of a new clustering measure (X) over a more traditional "chance clustering" measure (sigma) as a means of organizing material to be learned to facilitate recall. X is shown to meet three criteria for a measure of a developmental process: X is more highly correlated with recall…