This study adds to the growing research on school outcomes associated with individual differences in preschoolers' theory of mind skills by considering whether "costs" of theory of mind (e.g., sensitivity to criticism) actually help to foster children's academic achievement. A group of 60 Italian children was tested during the last year…

Response to PS 502 660. (CB)

Children aged 48 - 77 months were given experience in either color oddity or nominal class sorting prior to a transfer task that tested their ability to apply the oddity rule ("which one doesn't belong") to three picture arrays for which solution was based on nominal class membership. (RH)

Investigates whether age differences in memory span are affected by type of material, with the aim of making inferences about capacity. Subjects were 30 boys and girls from each of three elementary school grade levels (first, third and sixth). (Author/MP)

In a study of development of organization strategies in rehearsal processes, children in the first, third, and fifth grades were exposed to a memory task which involved multiple overt rehearsal and recall phases. (SB)

Extends the investigation of memory assessment to a situation in which memory performance on paired associate tasks varied with the use of different memory strategies. Subjects were 72 first, third, and fifth graders. (Author/MP)

Examines fourth grade children's memory for information contained in target sentences presented 24 hours earlier. Examines the occurrence of interference by presenting multiple choice response options consisting of a correct word, a new word, and a word which occurred in a previous sentence. Attempts to extend the principles of frequency theory.…

It is urged that investigators lay aside demonstrations of the existence of mediation in young children as focus of research, substituting a search for the conditions of its occurrence. (Authors)

Examines the belief that age differences in memory are due primarily to input processes and secondarily, if at all, to retention processes. Examines this assumption by utilizing a test-retest paradigm with varying rehearsal conditions. Subjects were first- and second-grade children and college students. (BD)

The focus of the study was on the paired-associate performance of retarded subjects of different levels of mental age under various instructional conditions. (WY)

Investigates the possibility that age-related increases in free recall are due in part to the more flexible manner in which older children retrieve information about items they have encoded. Subjects were 72 children aged four, seven, and ten years from English nursery school, (second and fifth grades.) (Author/MP)

This experiment assessed interactions between encoding and retrieval strategies in recall. Three levels of encoding conditions (random, blocked,sort) and three types of retrieval conditions (free, cued, constrained) were examined at three age levels (6, 10, and 18 years). (CM)

Reports two experiments designed to assess the influence of stimulus meaningfulness on processing time with children of differing ages. (BD)