Little is known about language development after late-to-moderate premature birth, the most significant part of prematurity worldwide. We examined minimal-pair word-learning skills in 18 eighteen-month-old healthy full-term (mean gestational age [GA] at birth = 39.6 weeks; 7 males; 100% Caucasian) and 18 healthy late-to-moderate preterm infants…

Interim testing of studied information, compared with restudying or no treatment, facilitates subsequent learning and retention of new information--"the forward testing effect." Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of…

The present experiments examined perceptual specificity effects using a rereading paradigm. Eye movements were monitored while participants read the same target word twice, in two different low-constraint sentence frames. The congruency of perceptual processing was manipulated by either presenting the target word in the same distortion typography…

This paper addresses several inconsistencies in the phonological deficit theory of dyslexia in relation to children with language impairments. Results from studies in the reading and language literature inform readers of the critical elements of phonemic awareness that predict later reading success. These elements combined with explicit…

Compared three techniques for teaching name-to-face associations to older adults. Participants (N=60) were divided into no image (control), image, and image plus judgment groups. Results showed strong improvement in remembering names when interactive imagery was used. Those in the image plus judgment group showed less forgetting in recall.…

Two experiments examine use of defining, characteristic, category, and identical semantic features of word concept information in cued recall. College adults and 7- to 11-year-old children were shown word triplets in which context words were related or unrelated to final target word. Results suggest meaning features differ in providing medium for…

Examined sex differences in eighth and tenth graders' and college students' use of elaboration in paired associate learning. Findings indicate that, as males and females became more proficient strategy users, sex differences diminished under more favorable task conditions that encouraged strategy use but remained constant under less favorable…