The goal of this study was to determine some of the factors that contribute to developmental differences children and adults display when they use cues to retrieve specific memories. (PCB)

Examined young children's interpretations of the meanings of indirect speech acts (e.g. it's 10 o'clock) in paragraphs of a contextual type biasing a literal interpretation (time of day) or an extraliteral interpretation (time to prepare for bed). Memory for these meanings was also assessed. (Author/JMB)

Five experiments investigated whether the cued recall of children and adults differed for classified events featuring different category and relation types. Recall for events differed strongly for children and adults. Differences were attributed to properties of the internal structure of event representation in memory. (SKC)

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)

Examines whether young children and adults are able to interpret sarcastic utterances and whether placements of contextual information before or after the utterance differentially affect interpretation. Results obtained from first and third graders and from college students indicated that different placements of contextual information do affect…

Five experiments were used to determine whether and why second graders, fourth graders, and college students differ in modifying causal inferences about a surprising event in a story. Illustrated how encoding and retrieval factors contribute to inference modification. Results showed small developmental increases in inference modification in…

Provides direct evidence of developmental differences in the processing of item-specific information, discussing how these differences affect recognition as well as recall performance in second graders, fifth graders, and college adults. Results suggest that retention varies as a result of the degree to which children differ from adults in…

Examines the effects of integration complexity on the ability of child and adult listeners to integrate information. Increases in complexity adversely affected children's more than adults' resolution integration. The children's integration performance was affected by theme discontinuity and conferential complexity. (Author/AS)

Adjective noun-noun word triplets were presented in an acquisition encoding context to second and fourth graders and college students to determine if they were compatible with trace information in memory and change with age. (HOD)

Examines the effect of various encoding activities on the memory of elementary and college students for pictures and words. (MP)

Five experiments examined the cued recall of the last target words of primarily four-word (Bus-Airplane-Car-Train) category stimuli by children and adults. Focused on problems of gaining access to episodic search sets in recall. Results suggested that access to search set is more problematic for children than for adults. (RWB)

Two experiments examine use of defining, characteristic, category, and identical semantic features of word concept information in cued recall. College adults and 7- to 11-year-old children were shown word triplets in which context words were related or unrelated to final target word. Results suggest meaning features differ in providing medium for…

Five experiments examined the developmental relation between attention to target and context information and target memory among second and fifth graders and college adults. Results show that when the context is meaningfully related to target information, adults are less selective than children and are more likely to attend to context information.…