The primary purpose of this study was to examine the influence of review on children's delayed retention of prose passages. Results indicated repetition of the original learning experience was the most effective review treatment. (Author/DB)

Third- and seventh-grade and college students were tested to assess developmental differences in improvement following contradiction training and to investigate whether improved performance transfers to other conditional reasoning tasks. Results showed age differences: college students improved and transferred performance, seventh graders…

Results indicated recall and category clustering were highest following a manipulation to produce semantic encoding of items and lowest when children focused on items' physical features. Reading disabled boys failed to organize or study as effectively as normals. The reading disabled had difficulty in spontaneously generating effective study…

Young children drew two opaque objects placed one behind the other. Over two-thirds of the children drew the objects separately in horizontal or vertical relationships. When drawing an object in a glass beaker, half of the children depicted the object vertically or horizontally separate from the beaker. (Author/DB)

No age differences were found in recall accuracy, types of errors, or introspective reports describing perceived recall strategies. Subjects were 8-, 12-, and 21-year-olds. These findings suggest even the eight-year-olds were able to employ a visual code and to retain it for several seconds in a situation in which incentive to do so was provided.…

Results confirmed that children differentially use knowledge of results and suggested that any description of motor skill acquisition must account for the complex interaction between developmental level and the difficulty of the task at hand. (Author/DB)

Robust interference effects were found which declined with age. Manipulating discriminability of the relevant stimulus dimension resulted in large changes in sorting time, but interference effects did not vary with baseline difficulty. These results were interpreted as strongly supporting both an absolute decrement model and a developmental trend…

Findings suggest memory deficits of educable mentally retarded (EMR) individuals cannot be completely attributed to a production deficiency involving failure to use spontaneously mnemonic strategies consistent with semantic organization. Normal and EMR individuals differ in verbal ability and achievement as well as in using plans to organize…

Results indicated the following: unitary stimuli were easier to encode; partitioned stimuli were easier to recode; recoding was much more difficult than encoding; extended training improved performance; second graders were slightly better at encoding and much better at recoding than were kindergarten children. (Author/DB)

Results suggest that when the internal element of a compound stimulus is a highly preferred or salient stimulus, young infants will process information about its characteristics. (Author/DB)

This study tested whether the first level in processing orientation information results in perceiving whether a shape is upright or nonupright. Theory states that nonupright orientations are not distinguished from each other. As predicted, three- and four-year-olds discriminated upright from nonupright pictures more readily than they discriminated…

Reports two experiments examining the contents and accessibility of a subset of the knowledge represented in long-term memory by preschool-age children. The knowledge domain of object locations in the home was selected for study. Among the results, very young children revealed considerable knowledge in this domain. (Author/RH)

Educable mentally retarded (EMR) and nonretarded (NR) adolescents verified superordinate and basic level descriptions of common objects. Results suggest that EMR subjects had difficulty making semantic classification decisions in general. Other results suggest that group differences in semantic processing speed were related to the deliberate…

Assesses children's responsiveness to adults of both sexes as a function of the adult's behavior. Among the results, children showed a greater responsiveness to the same-sex adult in the collaboration condition and to the cross-sex adult in the praise condition. (Author/RH)

This partial replication study of Kail and Siegel (1977), conducted in Ghana and Scotland among boys and girls with 4 and 7 years of education, found no sex differences in relative recall of letters and positions. Evidence that verbal and spatial information is not always processed independently was found. Limitations of intracultural research as…