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)

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 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)

Reviews research on verbal labeling and shortTerm memory. (Author/WY)

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)

Inference tasks emphasizing the acceptance of lack of closure (ALC), memory, and hypothetico-deductive reasoning were administered to 67 males and 74 females ranging in age from 5 to 12 years. Results suggest that the relationship of ALC to age is mediated by memory development rather than by logical development. (JMB)

The mediational abilities of 40 preschool, 40 first grade, and 40 elderly subjects were assessed using the Kindler's three stage transfer paradigm, with both familiar and novel stimuli serving as potential mediators. (MS)

This study was designed to analyze developmental differences in the rehearsal strategies of 60 subjects of three age groups. Data revealed significant age differences in recall. Fifth and eighth graders tended to repeat stimulus words immediately after presentation while adults tended to reenter items for additional rehearsal. (LLK)

Children in grades 1 and 4 and adults were given instruction to image or to verbalize a sentence in order to study a stimulus provided aurally. Both types of instruction enhanced memory, but results indicate the greater requirements for subject-generated mediation to some degree penalized younger subjects and benefited older ones. (GO)

An overt rehearsal procedure was used to study the relationship between 48 third- and 48 sixth-grade children's rehearsal strategies and their memory performance under difficult conditions of test expectation. This study addressed the question of why active rehearsal content results in superior recall performances. (MS)

An overt rehearsal procedure was used to investigate the relationship between children's rehearsal strategies and free recall performance. Subjects were 72 third- and 72 sixth-grade children. Investigated were the effects of increased processing time and rehearsal training upon recall. (MS)

This paper presents a developmental study of the effects of item rehearsal on children's short term memory. Two experiments are discussed. The first, involving second and sixth grade children, concerned the relationship between item retrieval ability and rehearsal strategies in item recall. The design of the experiment involved varying the visual…

Deficits involving metamemory (knowledge about memory) were investigated for elderly individuals in unfamiliar laboratory tasks. In Experiment I, 23 college age subjects and 23 active, community dwelling elderly subjects, roughly matched on socioeconomic status, were given a picture span estimation task, a test of actual span, and then a recall…