Tested two hypotheses to account for results of an earlier study in which preschoolers failed to display differential behavior when instructed to memorize itmes or merely to examine them perceptually. Subjects included second and fifth graders as well as preschoolers. (CW)

In a short-term free-recall paradigm, Ss presented a list of numbers followed by a list of words were cued after presentation to (a) recall numbers only, (b) recall numbers then words, (c) recall words then numbers, or (d) recall numbers, then perform a word association task. (Editor)

Presents the results of two matching-to-sample experiments using color cues in Consonant-Vowel-Consonant stimulus words with kindergarten to third grade subjects. (RB)

A report is made of research designed to investigate some implications of the concept of semantic flexibility for memory. Four studies of cued recall produced evidence that interpretation of familiar, unambiguous words varied with their contexts. Considerations raised by the research are discussed. (Author/RM)

Involving children 7 and 10 years of age, two experiments aimed to clarify the basis of children's confusion about actions they performed and actions they imagined performing. In experiment 1, subjects were assigned to one of three conditions, each involving two different types of tracing exercises. Children traced simple or complex pictures by…

The nature and development of semantic processing in chess was investigated in a study involving younger players from 6 through 18 years of age. Efforts were directed toward establishing the assertion that skilled players' memory for chess positions depends largely upon the availability of pre-stored schema (PSS) that are both abstract and…

Assessed were children's uses of effort and intentionality cues in judgments of morality and disposition. Children of 4, 7, and 10 years were presented with one prediction and four judgment stories. Judgment stories factorially combined two levels of intentionality and two levels of effort. These stories described different actors and the same…

This study examined age and sex differences in young children's skills in decoding nonverbal facial cues of emotional states. The purpose was threefold: (1) to determine whether older preschoolers were better decoders than younger preschoolers; (2) to see whether sex differences would be apparent throughout the preschool period or emerge only…

In general, people seem to be poor at noticing analogies, especially when they are required to apply an analogy to a domain that is new. It was suspected that schemas influence the noticing and applying of analogies. Schemas are hypothesized to be abstract propositional structures that emphasize relationships among categories of objects rather…

The automatic/controlled processing theory proposal that the modification of long term memory (LTM) occurs only during controlled processing, and that stimuli can be automatically processed with no resulting LTM effect was tested in two experiments. In the first experiment, subjects were shown words while performing tasks involving either…

Two experiments were conducted on the development of the ability to interpret bossy/dominant and nice/submissive nuances in requests. Syntactic directness, semantic softeners and aggravators, and tone were hypothesized to be cues for relative bossiness and niceness because these characteristics are varied predictably with listeners of different…

Two experiments compared concrete nouns and numbers as retrieval cues for paired associates across three recall tests with Ss given instructions to form unbiased mnemonics, mnemonics biased toward the noun, mnemonics biased toward the number, or control instructions. (Editor)

The current study was initated as an attempt to further inquiry, in which the child comes to perceive and make attributions to social others, by examining the developmental changes in the bases for such perception. (Author/RK)

Tulving's encoding specificity principle was examined in two experiments. The main comparison concerned the relationship between the retrieval cue or recognition context and input cue. (Editor)