Two experiments showed increased use of orthographic rime correspondence in nonword reading tasks from second to fourth grade, with no further increase from fourth to sixth grade. The use of orthographic rime correspondences in reading ambiguous non-words was more strongly associated with word-level reading skills than was the use of…

Assessed third-graders' phonological sensitivity, working memory, syntactic processing, word recognition, pseudoword reading, and reading comprehension. Found that phonological sensitivity was a strong predictor of reading performance after working memory and syntactic processing had been partialled out. Syntactic processing failed to predict word…

Examined how infants' memories of the context in which an event occurred are distorted through exposure to the event in a different context after one or six days. Found that when event components are encountered later in new context, the new context may be remembered as being where the event had occurred, and the original context forgotten. (KDFB)

Examined differences in first-, third-, and fifth-graders' metamemory about influences of conceptual relations on free recall of a list of words from two categories and an unrelated list. Found that older children attributed superior recall of related material to categorical relations, reported categorical organization strategies, and demonstrated…

Compared predictive value of kindergarten phonological awareness tasks and letter knowledge on 134 German first and second graders' literacy performance. Found that phonological awareness tasks varied in prediction of later literacy but were better predictors than letter knowledge. Kindergarten letter knowledge also reliably predicted later…

Investigated phonological and visual skills in 6- to 16-year olds' spelling on Wide Range Achievement Test-Revised dictation. Compared to age-matched average spellers, poor spellers had fewer phonologically accurate and visual matches, but more close visual match misspellings and fewer phonologically unconstrained misspellings. Average spellers…

Three studies examined three- to six-year olds' understanding of cardinality independent of counting order. Found that more children expected different order count to yield same number when they did not have to count than when they counted or monitored puppet's counting. More children predicted that recounting would yield the same number than the…

Examined structure mapping and script theory predictions regarding nonisomorphic analogical transfer and procedural change among second and third graders. Found that subjects easily applied the base--the solution to the original problem--to nonisomorphic targets, new problems with different goal structure, constraints, and problem spaces. However,…

Three experiments, using text designed to suggest two causal interpretations, examined second and fourth graders' recognition of interpretive ambiguity. Found that older children were more likely than younger children to report two interpretations, with initial interpretations reflecting the most recently encountered causal information. Second…

Investigated developmental differences in implicit memory performance. Subjects ranged in age from second grade to college level. Results suggested that there are two different components in implicit memory, one that shows no developmental difference and relies heavily on perceptual processing and one that shows an age-related or…

Investigated how different contexts for learning affect the development of memory-enhancing strategies in children. Subjects were children four to seven years old. Results indicated that the number of items recalled in the lesson condition was significantly greater than in the game condition, and the grade effect was also significant. (MOK)

Distinguished experimentally between the learner's use of independent grapheme-phoneme correspondences and determined whether in the initial year of reading instruction sublexical relations can be formed. Results could not be given alternative explanations by the developmental bypass hypothesis nor by accounts which predict exclusive use of onset…

Investigated the ontogenesis of oddity learning. Children and adults were tested on two versions of the oddity task using nonverbal procedures. Results suggested that children use different strategies to solve different versions of the oddity task, and in tasks in which stimuli are presented simultaneously, behavior may be controlled by stimulus…

Examined children's modification of their own retrieval processes in a cued recall task. Results suggested that monitoring and modification of retrieval processes should be distinguished and that monitoring is necessary but not sufficient for induction of an effective retrieval strategy. Results also had implications for understanding children's…

Examined the effect of functional values of stimuli on orienting response elicitation. Subjects were 50 4-month-old infants and were randomly assigned to 1 of 3 experimental conditions. Results suggested the importance of taking into account the functional value of stimuli when analyzing infant attention. (MOK)