Item recognition and temporal order memory follow different developmental trajectories during middle childhood, with item recognition performance stabilizing and temporal order memory performance continuing to improve. We investigated the potential unique role of individual executive functions on item recognition and temporal order memory during…

Previous research with typically developing children and adults shows that active control of the learning experience leads to enhanced episodic memory, as compared with conditions lacking this control. The present study investigates whether similar advantages can be found in children with autism spectrum disorder. In this study, 6-12-year-old…

Background: Being aware of the different social expectations linked to the principal lifespan stages (i.e., childhood, adulthood, old age) is critical to an individual's inclusion in the community and to developing appropriate social behaviours. However, little research exists on this topic in the field of intellectual and developmental…

We assessed nonword repetition (NWR) skills in 7-9 year-old children with dyslexia (dyslexia-only), developmental language disorder (DLD-only), co-occurring DLD+dyslexia, and typical development (TD) with a norm-referenced and an experimental task. The experimental task manipulated phonemic variability (dissimilarity among consonant phonemes…

Objectives: The study aimed to examine the ability of children with an Autism Spectrum Condition (ASC) to depict social (pride and shame) vs. basic (happiness and sadness) emotions in their human figure drawings. Methods: Eleven children with a formal diagnosis of an ASC matched on gender and verbal mental age with 11 children with typical…

Purpose: To establish normative data for children on the Words-in-Noise Test (WIN; R. H. Wilson, 2003; R. H. Wilson & R. McArdle, 2007). Method: Forty-two children in each of 7 age groups, ranging in age from 6 to 12 years (n = 294), and 24 young adults (age range: 18-27 years) with normal hearing for pure tones participated. All listeners…

Individual differences in visual recognition memory and intelligence were correlated using 52 five-year-olds whose IQs ranged from 40-136. The correlation between memory performance and IQ was .70 for whole sample, and .61 when children with IQs below 75 were omitted. Immediate recognition memory is highly associated with intelligence. (Author/RD)

Statistically significant correlations of .37 and .57 were obtained between infant recognition memory scores obtained at four to seven months and later vocabulary tests of intelligence, for 54 children tested at four and for 39 children seen at seven years, respectively. Obtained values did not vary by sex. (Author/RD)