This study aimed to establish normative data for 145 words using phonological and semantic association tasks with 242 French schoolchildren, ranging from ages 5 (Grande Section) to 8 (Cours Elémentaire 2), providing a fundamental resource for future research and educational planning. The participants were engaged in two primary tasks: a free…

Fourteen-month-old infants are unable to link minimal pair nonsense words with novel objects (Stager & Werker, 1997). Might an adult's productions in a word learning context support minimal pair word-object association in these infants? We recorded a mother interacting with her 24-month-old son, and with her 5-month-old son, producing nonsense…

Shaping attitude related to renewable energy resources is the task of the entire society and in the case of students of different ages it is realized via education in and outside schools. This research concerns the analysis of the knowledge of students related to renewable energy resources, exploring the differences in the case of students in…

Researchers of metacognitive development in adulthood have exclusively used extreme-age-groups designs. We used a full cross-sectional sample (N = 285, age range: 18-80) to evaluate how associative relatedness and encoding strategies influence judgments of learning (JOLs) in adulthood. Participants studied related and unrelated word pairs and made…

The effects of associative strength and gist relations on rates of children's and adults' true and false memories were examined in three experiments. Children aged 5-11 and university-aged adults participated in a standard Deese/Roediger-McDermott false memory task using DRM and category lists in two experiments and in the third, children…

The authors investigated the strategic component (i.e., elaboration and organization of episodic features) and the associative component (i.e., binding processes) of episodic memory and their interactions in 4 age groups (10-12, 13-15, 20-25, and 70-75 years of age). On the basis of behavioral and neural evidence, the authors hypothesized that the…

Pinker and Prince (1988) argued that two dissociable systems underlie the development of linguistic representations: one rule governed and the other associative. These two dissociable systems of representation and processing are claimed to be a linguistic universal (Pinker, 1999). Therefore, one should expect that nonnative speakers of a language…