This experiment assessed interactions between encoding and retrieval strategies in recall. Three levels of encoding conditions (random, blocked,sort) and three types of retrieval conditions (free, cued, constrained) were examined at three age levels (6, 10, and 18 years). (CM)

Presents an analysis of Pascual-Leone's quantitative model for the measurement of the cognitive capacity of children. Presents an experiment in which 8-year-old children are asked to reproduce single actions and combinations of actions modeled by an experimenter. (BD)

A reply to a critique of Pascual-Leone's model of children's information processing capacity. (BD)

A reply to a rejoinder in which Pascual-Leone defended his quantitative model of children's information processing capacity. Trabasso focuses on empirical evidence in presenting his reply to this rejoinder. (BD)

Examines the relationship between self-instructions and subsequent instruction-following performance of 7- and 8-year-old children as a function of previous reinforcement for rule-breaking or rule-following. (BD)

Examines second graders' and sixth graders' observational learning of complex problem solving strategies. (BD)

Examines the auditory evoked potentials (AEP) in the left and right hemispheres of the brain in response to variations in voice onset time (VOT) differences within and between phoneme categories. Subjects were 12 preschool children. (BD)

Examines children's ability to make both logical and pragmatic presuppositional inferences and to discriminate between the two as a function of contextual information. Five- and eight-year-old children served as subjects. (BD)

Examines the belief that age differences in memory are due primarily to input processes and secondarily, if at all, to retention processes. Examines this assumption by utilizing a test-retest paradigm with varying rehearsal conditions. Subjects were first- and second-grade children and college students. (BD)

Examines the kinds of information children encode and remember from complex pictures and attempts to determine whether there are developmental changes in the kinds of information processed. Subjects were first, third, and fifth grade children. (BD)

The effect of the ortographic structure of the stimulus field on the visual search performance of third and sixth graders and adults was examined in three experiments. (BD)