This article explores young infants' ability to learn new words in situations providing tightly controlled social and salience cues to their reference. Four experiments investigated whether, given two potential referents, 15-month-olds would attach novel labels to (a) an image toward which a digital recording of a face turned and gazed, (b) a…

Analyzes free recall verbal learning by 5- and 8-year-old children by selectively reminding them only of items not recalled on the preceding trial to show learning by retrieval from long-term storage without presentation. (Author/ED)

A total of 336 second, fourth, and sixth graders were tested to determine whether the older children automatically attached verbal labels to pictures during paired-associate learning. The author questions whether such labeling necessarily facilitates item learning or associative learning. (JMB)

The present experiment tested the hypothesis that development of syntactic comprehension through verbal modeling is enhanced by referent concreteness as a contextual influence. Subjects were 48 children from 3 1/2 to 5 years old. (Author/JH)

Two experiments examined imagery as a factor in children's learning to associate pairs of objects. Presenting objects in an interacting fashion facilitated recognition, and indicated that children can be trained to form their own interaction images. (DP)

This study attempted to determine if white noise (an arousing stimulus), when presented at the time of recall, facilitates performance of second and fifth grade students, and if this effect generalizes across different kinds of learning tasks. Findings indicate that white noise produces improvements in performance in both age groups. (GO)

Examined digit and word dichotic listening in children in kindergarten and again one year later. Found that in the second digit test, between-ears performance difference decreased; overall performance increased. Between-ear differences across the two word tests were not significant, but overall performance improved over time. Age changes in the…

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)

Describes three experiments which investigated memory for items and order in a progressive elaboration paired-associates task. Subjects were kindergarteners, second and fourth graders. Experiments I and II indicated an age effect on order retention which was overcome through instruction in Experiment III. (JMB)

Investigates whether the asymmetry in children's acquisition of polar adjective pairs is based on linguistic factors related to differences in adult usage and frequency or on an underlying conceptual difference. Results suggest acquisition is based on an underlying conceptual asymmetry. (DP)

Examined the maintenance of cumulative-cluster and cluster rehearsal strategies on free recall tasks as a function of amount of strategy training. Subjects were 50 elementary school students in third and fourth grades. (Author/MP)