Recent studies established that making concurrent judgments of learning (JOLs) can significantly alter (typically enhance) memory itself--a "reactivity" effect. The current study recruited 190 Chinese children (M[subscript age] = 8.68 years; 101 female) in 2020 and 2021 to explore the reactivity effect on children's learning, its…

The epistemic trust literature emphasizes that children's evaluations of informants' trustworthiness affects learning, but there is no evidence that epistemic trust affects learning in academic domains. The current study investigated how reliability affects decimal learning. Fourth and fifth graders (N = 122; M[subscript age] = 10.1 years)…

Presents two studies which investigated the importance of subtle contexture factors on the young child's performance on cognitive problems--specifically, conservation. (ST)

Describes a group method for determining the influence of reinforcement on a child's recognition learning. Subjects were found to recognize designs and abstract paintings which they had idiographically prejudged as positive in reinforcement value more readily than those which they had prejudged as megative. (ED)

Study concerned with the question of why older children remember more in categorized free recall. (Authors/MB)

First graders were taught to read words either in printed sentence contexts or printed singly on flash cards. Post-test scores indicated that context-trained children learned more about the semantic identities of printed words, while flash card-trained children could read the words faster and learned more about orthographic forms. (JMB)

Results lend support to the notion that children at different ages are differentially responsive to various conceptual-strategy models. (Author)

Study is an investigation of the effects of an attention-focusing variable--spatial separation of central and incidental cues--and a cognitive strategy factor--verbal labeling of central cues--and their interaction on the incidental learning of Ss younger than those previously tested with these manipulations. (Authors)

According to Hypothesis (H) theory, learning should be very difficult when the number of Hs the subject samples from is very large and/or the correct H is not available. These assumptions were tested with third- and fourth-grade children. In general, results supported these assumptions. (Author/MP)

Results of two experiments minimizing verbal encoding and response demands indicate that when the ceiling effects in no-mask target recognition are removed, the visual information processing rates for children and adults can be considered equivalent. (Author/RH)

Studied the way in which 32 preschoolers aged three-five years, 28 second-graders and 64 undergraduates generalized from a labeled exemplar to other potential members of the same category. Results indicated that preschoolers focused mostly on single attributes in making category decisions and older individuals primarily exhibited multiple…

Compared the processing of rapid auditory stimuli on two-tone auditory discrimination tasks by 7- to 11-year-olds with learning impairments (LI) and those without learning impairments (non-LI). Found that LI children committed more errors, but the effects of timing were comparable. Obtained same results with a sample of good and poor readers. Task…