Investigates the question of whether or not the ability to distinguish between veridical and imaginal memory representations changes with age. Subjects were 64 children from second, fourth and sixth grades, and 16 college students. (Author/MP)

Examines the duration of visual persistence and the relative processing rate in poor and normal readers. Subjects were 48 males aged 7 to 13 years. (MP)

Describes the development of the capacity of encoding unfamiliar voices and compares this development with the development of the capacity for encoding faces. Subjects were 20 students from Massachusetts Institute of Technology, and 20 children aged 6 to 16. (MP)

Examines the nature of the relationship between language, cognitive impulsivity selected racial and social class variables, and the development of self-control through training in self-instruction. Subjects were 333 second-grade children. (Author/MP)

Extends the investigation of memory assessment to a situation in which memory performance on paired associate tasks varied with the use of different memory strategies. Subjects were 72 first, third, and fifth graders. (Author/MP)

Examined the effects of externally cued periods of delay and various experimentor-generated rules for behavior management during the delay intervals on multiple measures of inhibitory self-control in young children. Subjects were 90 middle-class, white, kindergarten through second-grade children. (Author/MP)

Three different analyses have shown that the more information available in a nonverbal decoding task, the less efficiently younger subjects utilize the information relative to older ones. This differential effectiveness in the utilization of available information was discussed in terms of processing capacity, effort, and strategies for sampling a…

Examined the maintenance of cumulative-cluster and cluster rehearsal strategies on free recall tasks as a function of amount of strategy training. Subjects were 50 elementary school students in third and fourth grades. (Author/MP)

A negative transfer paradigm was used to assess kindergarten, third-, and sixth-grade children's use of category relations in lists presented for recall. Results showed that negative transfer effects increased with age, with kindergarten children showing no evidence of interference relative to a control group. (Author/MP)

Three possible sources of memory span growth were tested with a modified version of the digit span task. Subjects were 18 students each from first, third, and sixth grades and from college. (Author/MP)

A central-incidental learning paradigm was used to measure the selective attention of 176 children at ages 9 and 12 years. (MP)

Evaluates possible differences in the cognitive representations of semantic categories between children and adults independent of spontaneous memory skills. Response latencies on a classification task were compared for second, fourth, and sixth grades and college students. (Author/MP)

A specially designed discrimination learning task was used to investigate whether the performance of kindergarten and first grade children could be improved through explicit training with a simple hypothesis-testing strategy. (Author/MP)