Investigated the seriation ability of two groups of four-year-old children with differing levels of language functioning. Results indicated that subjects with delayed language development demonstrated a severe delay in seriation ability, while subjects with normally developing language demonstrated seriation ability commensurate with their…

The ability of preschool children to construct and reconstruct ordered sequences was examined in a series of four experiments. Subjects were 42 children aged 3 to 5 years. The conditions under which reconstruction of an arbitrary series of events is possible are described. (Author/GO)

Results of an experiment with children ages 3-11 years performing serial recall tasks suggest that it is not until about age 5 years that children's overt speech reaches a functional stage that would justify internalization. (Author/WY)

To determine whether young children consistently employ a visual code for remembering pictures in serial recall, 36 preschool children were asked to match picture lists composed of visually similar, phonetically similar, or unrelated items. (JMB)

A series of studies indicated that performance on serial recognition memory tasks was relatively constant over a wide range of age and IQ, and except for response biases and forgetting rate, recognition memory processes of normal and retarded children appeared to be identical with those of adults. (Author/DR)

The two experiments reported in this study demonstrated that, in contrast to Steinmetz and Battig's (1969) data, preschool children do not display Priority of Recall in Newly Learned Items (PRNI) in either conventional Free Recall Learning (FRL) or in FRL where serial position bias is controlled. This finding, coupled with Battig and Slaybaugh's…

To study the effects of planned seriation experiences on the acquisition and retention of seriation abilities of four-year-old children, fifty children from four preschool centers were assigned to control and experimental groups and tested before and after exposure to the experiences. Data analysis indicated that the experimental group had higher…

This study examined the relative influence of observation, feedback in training seriation, and imitative motor activity in facilitating conceptual development. (CM)

Examines the hypothesis that sequentially arranged instruction can be effective in teaching a complex conceptual behavior to preschool children in culturally different environments. (Author/DEP)

The relationships among the perception, representation, and construction of series are examined within a model of the acquisition of seriation abilities. The model is then related to two experiments with three-, four- and five-year-olds. The key feature of the model is the delineation of parallels among developmental changes in three arenas:…

This paper describes a series of studies which examine the early development of recall. Subjects were children about 2 1/2 and 5 years of age. Recall was tested on nine-item lists which were either composed of three objects from each of three conceptual categories or nine objects from nine different conceptual categories. Age differences were…

This study tested four complementary hypotheses to characterize intrinsic and extrinsic influences on the order with which preschool children learn the names of individual alphabet letters. The hypotheses included: (a) "own-name advantage," which states that children learn those letters earlier which occur in their own names, (b) the…

Investigates the effects of acoustic similarity on memory span in 112 children four to 10 years of age. Acoustic similarity had progressively more effect on recall with increasing age. Implications for current theories of short-term memory and its development and for the use of acoustic similarity as an indicator of speech coding are discussed.…