Two studies examined 6- and 9-year-old children's recall about events in which they had participated one to two years earlier. Found that amount of information reported in free recall decreased over the one- or two-year delays. For 6-year olds, there was a small decrease in accuracy of free recall. Reinstating specific cues maintained recall, but…

Reports two sets of lexical priming experiments in which the morphological, semantic, and orthographic relationships between primes and targets are varied in three SOA conditions. Results showed that morphological structure plays a significant role in early visual recognition of English words that is independent of both semantic and orthographic…

Studies of the gain from reading-strategy instructions by young (n=41) and old (n=46) adults determined that older adults were more dependent on signals in text. A strictly cognitive approach to text learning is not sufficient for older adults. (JOW)

This study examined the influence of time press, specific stimulus, and type of creativity prompt on fluency and flexibility scores of 75 undergraduates. Results suggest that time press has a strong, and typically linear influence on both fluency and flexibility scores. A significant difference across stimuli was observed for flexibility, but not…

Two experiments investigated effect of video reminders on 3-year-olds' performance in representational change task. Children in video support condition viewed videotapes of their initial incorrect statements prior to reporting their initial belief; control children viewed an irrelevant tape. Found that children in support condition typically…

Reviews research that demonstrates that children in the one- to two-year age range are able to remember specific events over weeks and months. Recall is influenced by what young children are asked to remember, the number of times they experience events, and the availability of cues or reminders. (SLD)

Proposes an amended timetable for the origins of joint visual attention and offers theoretical alternatives for the development of point. Includes discussions of the origins of intentionality, the emergence of joint attention, the transition to pointing comprehension, the signal cues of different joint-attention cues, pointing comprehension, the…

Examines metamemory for categorized lists of items among college students. Judgments of learning (JOLs) were obtained either immediately after study or following a brief delay. Results indicate that delayed JOLs were more accurate than immediate JOLs only when knowledge based cues were used. Indicates that the phrasing of metamemory cues can have…

This study investigated whether 9-month-olds used phonotactic cues to segment words from fluent speech. Results suggested that 9-month-olds use probabilistic phonotactics to segment speech into words, and that high- probability between-word clusters are interpreted as both word onsets and word offsets. (Author/KB)

Tests the efficacy of a cueing procedure for improving the impulse regulation of four boys with Attention Deficit Hyperactivity Disorder (ADHD) during social skills training. Behavioral data suggested that all subjects demonstrated positive changes in impulse regulation. Likewise, the treatment effects appeared to have produced positive effects on…

Examined three versions of the processing hypothesis, which explains the asymmetry of cross-language priming using masked primes. Results show that none of the processing accounts provides a satisfactory explanation for the asymmetry. (Author/VWL)

Studied the relationship between knowledge of cognition and regulation of cognition and how they interact to mediate the effects of social cues on confidence judgments using a sample of 77 Japanese undergraduates. Discusses the ways in which social cues affected confidence judgments as a function of regulatory ability. (SLD)

Uses scripted, videotaped lectures to test the effects of teacher immediacy (high vs. low), use of organizational cues (with cues vs. no cues) and student notetaking (took notes vs. no notes) on students' cognitive learning. Indicates that learning immediately after viewing a lecture is greater when the lecture contains organizational cues and…

The use of an adult as a resource for help and instruction in a problem solving situation was examined in 9, 14, and 18-month-old infants. Infants were placed in various situations ranging from a simple means-end task where a toy was placed beyond infants' prehensile space on a mat, to instances where an attractive toy was placed inside closed…

A rather consistent finding in studies of perceived (imagined) compared to actual movement in a reaching paradigm is the tendency to overestimate at midline. Explanations of such behavior have focused primarily on perceptions of postural constraints and the notion that individuals calibrate reachability in reference to multiple degrees of freedom,…