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| Memory | 6 |
| Performance Factors | 6 |
| Age Differences | 4 |
| Children | 3 |
| Cognitive Development | 3 |
| Models | 3 |
| Recall (Psychology) | 3 |
| Retention (Psychology) | 3 |
| Individual Differences | 2 |
| Long Term Memory | 2 |
| Recognition (Psychology) | 2 |
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| Howe, Mark L. | 6 |
| Courage, Mary L. | 2 |
| Rabinowitz, F. Michael | 2 |
| Hunt, Melvine | 1 |
| Saunders, Kelly | 1 |
| Vernescu, Roxana | 1 |
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| Journal Articles | 6 |
| Reports - Research | 5 |
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Peer reviewedHowe, Mark L.; Rabinowitz, F. Michael – Journal of Experimental Child Psychology, 1989
Argues that dual-task performance is currently not interpretable because several compatible hypotheses have been offered to account for dual-task interference. Demonstrates inability to discriminate among alternative hypotheses by constructing a model which includes limited resources and response competition and requires running at least eight…
Descriptors: Cognitive Development, Memory, Models, Performance Factors
Peer reviewedHowe, Mark L. – Developmental Psychology, 2002
Examined effects of interfering information and instructions to forget on preschoolers' and kindergartners' story retention. Found that retroactive interference affected preschoolers' storage- and retrieval-based forgetting rates and kindergartners' storage-based forgetting rates. Intentional forgetting reduced retroactive interference primarily…
Descriptors: Age Differences, Inhibition, Kindergarten Children, Memory
Peer reviewedRabinowitz, F. Michael; Howe, Mark L.; Saunders, Kelly – Journal of Experimental Child Psychology, 2002
This study examined effects of individual differences in speak-span scores and variations in memory demands on class-inclusion performance of 10-, 13-, and 15-year-olds. Results from regression analyses and the mathematical model indicated that differences in age, speak span, and memory load affected performance. Effects of speak span and memory…
Descriptors: Age Differences, Children, Classification, Cognitive Development
Peer reviewedCourage, Mary L.; Howe, Mark L. – Journal of Experimental Child Psychology, 2001
Examined effect of familiarization on 3.5-month-olds' retention of visual stimuli with varying delay times. Found support for retention models in which direction of attentional preferences (novel, familiar, or null) depends on memory accessibility. Short lookers showed better retention over time than long lookers, indicating that much of the…
Descriptors: Attention, Familiarity, Individual Differences, Infant Behavior
Peer reviewedHowe, Mark L.; Courage, Mary L.; Vernescu, Roxana; Hunt, Melvine – Developmental Psychology, 2000
Three experiments examined kindergartners' and second graders' retention in the context of two distinctiveness manipulations, the von Restorff and bizarre imagery paradigms. Results showed that: older children retained more information from lists of pictures or interactive images over 3 weeks than younger; younger children failed to benefit from…
Descriptors: Age Differences, Children, Cognitive Development, Comparative Analysis
Peer reviewedHowe, Mark L. – Monographs of the Society for Research in Child Development, 2000
Considers the relative lack of research attention to retention in developmental psychology and recent findings on age differences in retention. Highlights unresolved issues and how Bauer and colleagues' work may help set the research agenda and contribute to a shift in how early childhood retention is studied. Discusses memory strength,…
Descriptors: Age Differences, Children, Learning, Longitudinal Studies
