The potency of Pascual-Leone's M construct was demonstrated by experimental production of decalages on combinatorial reasoning tasks. Logical and perceptual task characteristics remained constant while the number of variables was varied so that processing demands, relative to processing capacities, were the same for subjects at each of three age…

Thirty fourth-grade children were exposed in pairs to a series of slides and invited to take turns asking questions. Results showed retention to be significantly better for information acquired through the child's own questions as opposed to the information acquired through the partner's questions. (Author/JMB)

Describes two studies designed to determine how children in first through third grades become aware of their failure to comprehend instructions. Results suggested that children's initial insensitivity to their own comprehension failure is due to a relative lack of constructive processing. (JMB)

Results of three studies suggest that, to notice inconsistencies in prose, children have to encode and store information, draw relevant inferences, retrieve and maintain inferred propositions in working memory, and compare them. Third through sixth graders do not spontaneously carry out those processes that they are capable of carrying out. (JMB)

Differences in the rates of visual information-processing in 8- and 10-year-old reflective and impulsive children were measured. (JMB)

Selective attention was assessed in second, fourth, and sixth grade reflective and impulsive children with an incidental learning task. By the sixth grade, reflective children displayed less incidental learning and greater central learning but impulsive children did not appear to attend selectively. (Author/CS)

The social cognitive performance of aggressive and nonaggressive children was assessed under conditions of relaxation and threat. Aspects assessed included skillfulness, bias, and process. Subjects were 65 aggressive and nonaggressive boys 8- to 10-years-old. Findings were interpreted as consistent with theories of preemptive processing and…

Third- and fifth-grade children's abilities to make inferences in the context of reading and understanding a lengthy story were examined. The most critical result was that the younger, but not the older children, made fewer inferences when the component premises for an inference were located in separate paragraphs than when they occurred in the…

Nine experimental conditions were partitioned into three experimental designs. A total of 576 children, drawn in equal numbers from kindergarten, second, fourth and sixth grades, memorized a 32-pair list of common nouns by the study-test recognition procedure. Among the results, in the storage phase of task performance an increasing superiority of…

Techniques of presenting information temporally in the auditory and visual modalities and spatially in the visual modality were used to assess information processing in seven- and nine-year-old children. (JMB)

Third- and sixth-grade children rated nine single stories which combined three levels of intentions and consequences and which varied by order in which intention and consequence information was presented. Subjects also made choices for three story pairs which varied in terms of the order of presentation of intention and consequence information.…

In three studies, children between five and ten years of age listened to short stories and answered questions about presented and implied information. Results demonstrated how hypothesis generation, comprehension monitoring, clue integration, and converging evidence influence children's developing inferential reasoning. (Author/MP)

Two experiments examined processes underlying contextual facilitation effects in second, fourth, and six graders and adults. Patterns of response latencies indicated that, for the youngest children, facilitation for stimuli presented in a related context was attributable to an automatic activation process. (Author/MP)

Two experiments investigated the process by which children encode briefly presented spatial positions. First, third, and fifth graders were asked to judge whether a test dot occupied the same position on a card as any one of a number of dots which had been presented tachistoscopically. (JMB)