Children 6 and 11 years of age were given a recall task in which the perceptual salience of the information and the type of conceptual evaluation required for solution (analysis or synthesis) were varied. (Author/JMB)

The ability to select suitable retrieval cues and the main ideas of prose passages was examined in fifth through twelfth graders and in college students. (Author/JMB)

Two experiments investigated the role of the sorting-presentation procedure in promoting organized recall in second grade children. (Author/JMB)

Describes three delayed-response experiments which tested two- and three-year-old children's memories for location of a hidden object under several combinations of spatial and pictorial cue availability and emphasis. (Author/JMB)

First and fifth graders' incidental free and cued recall were tested after an orienting task in which semantic and acoustic encoding were constrained for different words by requiring the children to answer questions about either the words' meanings or sounds. (Author/JMB)

Describes an experiment in which the rate of habituation of fixation of 12-week-old infants to a homogeneous stimulus series where a cube was presented in different orientations was contrasted with the rates of habituation to various heterogeneous series where a cube was alternated with some other solid. (Author/JMB)

Sixty children at each of two age levels (8 and 11 years old) performed a serial position recall task either in a control condition or under visual or auditory distraction and were tested for recall of task-relevant and task-irrelevant information. (Author/JMB)

Reports two experiments which examine how cognitive style interacts with performance on tasks measuring formal thought. (Author/JMB)

First and fifth graders sorted cards into two piles based on the orientation of a T figure. Sorting took place in the presence of irrelevant information which did or did not contrast in line slope with the target, or in the absence of irrelevant information. (Author/JMB)

A group of 40 fifth grade boys and girls worked at a wheel-turning task in which each child could select, on each trial, how many wheel turns would earn a token exchangeable for either two or ten seconds of cartoon-viewing time. (Author/JMB)

Inspection of findings from Denney and Ziobrowski (1972), in light of problems of analysis and method, seriously questioned the validity of their reported crossover interaction of clustering criteria with age. In addition, a replication of their experiment, correcting for methodological problems, revealed no interaction of clustering criteria with…

Examined the relationship between two components of class inclusion (hierarchical classification and quantification of inclusion) and investigated the effects of methodological modifications. Subjects were nine girls and nine boys each from first, second, and third grades. (Author/JMB)