A testing instrument, the Experimental Phoneme Sequence Test (EPST), was devised to collect baseline information for studying receptive knowledge of phoneme sequencing in normal articulating kindergarten and elementary school children. One hundred kindergarten through fourth-grade children, five male and five female subjects at each half-year…

Deals with memory for lists of items. The literature is briefly reviewed, and the main difficulties for traditional explanations of serial order effects are noted. (RK)

On the basis of these findings, both the measurement techniques of previous studies and Piaget's analysis of seriation are challenged. (Author)

Deficits in position memory particularly seemed to be the major distinguishing variable between normals and retardates in the present study. (Authors)

Using recognition rather than recall test procedures gives results which are inconsistent with the main features of the visual trace model for short-term memory. (Author)

Results suggest that Ss store some of the auditory and visual information in modality-dependent memory systems and that storage order determines recall accuracy. (Author)

Study attempted to specify two complementary aspects of children's inferential size judgments within the context of Piaget's theory. (Authors)

Data suggests that perceptual processing in the language-appropriate direction is an established skill by the time a child finishes second grade. (Author)

Two strings of letters were presented. Subjects were instructed to indicate whether the second string contained the same elements as the first, regardless of position. Reaction time increased with the number of positions that the letters were displaced. Results indicate that order may be an important factor in retrieval from memory. (Author/BW)

Masters to be removed and copied are given. The worksheets are designed to reinforce computational skills and the concepts of largest or smallest numbers, as well as to provide practice is using a straightedge. (MK)

In an experiment, 13.5-month-old children were tested on 2- and 3-act sequences depicting familiar and novel events. Using elicited imitation, they reliably recalled the sequences in the correct temporal order. In a second experiment, 11.5 month olds accurately recalled 2-act sequences depicting familiar and novel events. (BC)