The aim of this study was to investigate whether and which aspects of a concurrent motor activity can facilitate children's and adults' performance in a dynamic imagery task. Children (5-, 7-, and 9-year-olds) and adults were asked to tilt empty glasses, filled with varied amounts of imaginary water, so that the imagined water would reach the rim.…

Over a two-week period, examined the effectiveness of integrative imagery strategy over concrete enaction and repetition strategies for improving kindergartners' recall of pictograph sentences. (Author/BE)

Results of an initial experiment show that motoric imagery can produce relatively large increases in the ability of young children, as well as adults, to recall meaningful sentences. Results of a second experiment show that motoric imagery can, to some extent, facilitate free recall of word lists when visual imagery has no effect. (Author/RH)

Two experiments examined imagery as a factor in children's learning to associate pairs of objects. Presenting objects in an interacting fashion facilitated recognition, and indicated that children can be trained to form their own interaction images. (DP)

Children 6- to ll-years-old heard concrete sentences which they were asked to learn. Half the children received imagery instruction. Greater short-term memory and verbal competence predicted better sentence learning in the imagery condition, but not in the control condition. (Author/NH)

Results indicated that the combined visual-verbal study materials produced performance superior to visual materials alone, which in turn were superior to verbal materials alone. (Author)

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

A total of 15 learning-disabled and 15 skilled readers viewed three groups of nonsense pictures (unnamed, name-nonassociated, and name-associated), then recalled them later. Results suggested learning disabled children's reading difficulties are due to an inability to activate a semantic representation that interconnects visual and verbal codes.…

These results demonstrate the kindergarten child's relative inability to produce ongoing thematic activity when this activity is physically separated from the objects involved. (Authors)

Compared performance of children with autism, with learning disabilities, and normally developing 4-year-olds on reasoning problems with and without instruction to use imagery. Found that instruction to use imagery led to persistent logical performance. Children with autism displayed a distinctive response pattern, performing around chance levels,…

Two experiments investigate the effects of mnemonic imagery on paired associate learning and retention of deaf and hearing children from verbally deficient populations. Interference with learning was built into both experiments by using lists of similar stimulus words; control groups learned lists with low stimulus similarity. (DP)

Imagery instructions facilitated the performance of sixth-, but not third-graders. (Authors)

Measured cognitive processing time, imagery skill, and spatial memory span of 128 children and adults, ages 8 to 20 years. Found that performance on spatial memory span tasks was largely predicted by imagery skill, which in turn was strongly linked to processing time; age was much less of a predictor in both cases. (EAJ)

Children and adults were more likely to claim a word was presented as a picture than vice versa. Results indicated the absence of developmental differences in reality monitoring and similarity in representational processes of children and adults. (BC)

Examines the hypothesis that first, third, and sixth graders' recall of noun triplets would be facilitated by using (1) related pictures of nouns, (2) training in imagining relations between separate pictures of nouns, and (3) a combination of these two processes. (DP)