Attempts to identify specific components of a complex associative task, foreign language vocabulary learning, that might be particularly sensitive to developmental differences in imagery generation ability. Subjects were 95 second grade children enrolled in four schools and 90 sixth grade children enrolled in two of these same schools. (Author/MP)

Investigates three alternative explanations for why younger children benefit more than older children from the provision of category size information when recalling items from a categorized list. Subjects were 29 kindergarten and 30 third grade children. (MP)

Reports two experiments which examined developmental changes in the patterns of preference for varying degrees of perspective while controlling for the station point used in viewing. Subjects were 28 preschool children (age four years), 23 elementary school students (age six years) and 30 college students from introductory psychology classes. (MP)

Traces the developmental history of information processing in elementary school children as measured by a numerals-keys choice response paradigm. Also attempts to correct some of the more obvious methodological problems observed in previous students of this type. (Author/MP)

Two experiments examined the possible role of children's semantic knowledge and their ability to encode it in a cued-recall test. Performance of children aged 7, 10, and 13 years was observed in encoding specificity tasks which used homographs as the to-be-remembered words. (MP)

Coordination and integration of class information was examined using a multidimensional similarity judgment task in which four- and nine-year-old children rated the similarity of pairs of stimuli sharing either one or two attribute values. (Author/MP)

Two experiments investigate the changes in the accuracy of children's cognitive maps of a large-scale environment that occur as a function of specific and repeated experience. Subjects were 20 boys and girls of three grade levels: kindergarten, second and fifth grades. (MP)

Analysis of the frequency and nature of error and post-error responses in serial choice reaction times of 84 children between 5 and 12 years essentially replicate findings in adults. (Author/MP)

Investigates whether age differences in memory span are affected by type of material, with the aim of making inferences about capacity. Subjects were 30 boys and girls from each of three elementary school grade levels (first, third and sixth). (Author/MP)

Investigates the possibility that age-related increases in free recall are due in part to the more flexible manner in which older children retrieve information about items they have encoded. Subjects were 72 children aged four, seven, and ten years from English nursery school, (second and fifth grades.) (Author/MP)

Compares the memorial consequences of orienting tasks which demand a high degree of information integration with those of tasks which demand a high degree of information selection. Subjects were 43 fifth grade children and 40 undergraduate students. (Author/MP)

An incidental memory paradigm was used to study involuntary encoding processes and voluntary retrieval strategies in children's memory. Subjects were 16 preschool children and 16 kindergarten children. (Author/MP)

Discussion of the theoretical and methodological implications of six studies of the effect of children's expectations on comprehension of the passive transformation and of the Minimum Distance Principle. Study subjects were in kindergarten or elementary school. (Author/MP)

Examines the verbal-motor relationship in children who performed a Luria-type verbal control task, in which motor responses are initiated to positive stimuli and inhibited to negative stimuli. Subjects were 68 children from kindergarten, first and second grade. (MP)