Even when two-digit numbers are irrelevant to the task at hand, adults process them. Do children process numbers automatically, and if so, what kind of information is activated? In a novel dot-number Stroop task, children (Grades 1-5) and adults were shown two different two-digit numbers made up of dots. Participants were asked to select the…

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

A theoretical interpretation of the stimulus familiarization effect was explored in three experiments with 6- through 7-year-old children. (Author/SB)

Students in grades 4, 6, and 8 were required to indicate whether or not a stimulus word belonged in either of two semantic categories that were held in memory. Results indicated that even for the youngest children semantically similar categories required less search time than dissimilar categories. (GO)

Children's mental performance was studied in the context of arithmetic word problem solution. Response latency and error data indicated subtraction was more difficult than addition. Understanding children's problem solutions in terms of flexible strategy use and the fact that many errors have a systematic basis are important in studying children's…

This is a developmental study of the effects, and role, of imagery in retrieving information from long-term memory. In two blocks of trails, first graders, fourth graders and adults determined whether or not various animals are characterized by various properties, first upon consultation of a visual image and then without imagery. (Author/SB)

The semantic memory search process was examined in second graders (N=30) under an induced imagery and a control condition. (MP)

Second-grade children, third-grade children, and adults judged whether pictures were members of a positive or negative memory set while trying to ignore irrelevant words printed inside the pictures. (JMB)

The Matching Familiar Figures Test assesses the dimension of reflection-impulsivity in children. This study compares responses of a single sample to the established norms and adds intelligence quotient (IQ) for classification purposes. Analysis indicates that IQ significantly correlates with both latency and errors. (Author/CM)

Investigates the differential effect of modeling procedures on slow and fast responders' performance on a haptic-visual matching test. Also studies the differential effect of modeling of impulsive v reflective modes of responding, and of model success v model failure. (Author/SS)

This study examines the role of verbal labels in picture recognition by 5-year-olds and adults to find out if recognition accuracy and time of recognition choice is influenced by the use of labels. (GO)

Thirty-six elementary school students repeated short meaningful, long meaningful, and long nonce utterances in response to a visual cue. Nonstuttering, stuttering only, and stuttering-plus (concomitant speech and/or language problems) children responded differently to utterance length and meaningfulness. Results suggest that the three groups may…

Children from grades 2, 3, 4, 6, and 8 made speeded, bimanual parity (odd/even) judgments of numerals. Response times indicated that from fourth grade on, parity information was retrieved directly from memory. By grade 3, children represented magnitude information as a left-to-right number line which was accessed obligatorily and, by grades 6 and…

Administered a complex reaction time task to 47 learning-disabled and 41 control children. The preparatory interval between a warning and act light was manipulated for length and regularity. Results indicated that the inability to sustain attention over time, rather than momentary inattentiveness, distinguished the two groups. (Author)

A reaction time paradigm was used to investigate developmental differences in ability to rotate and compare imaginal representations. Subjects were 16 children from the third and fifth grades, and eight college students. (Author/MP)