Tests semantic integration and frequency tally models of memory among 60 first-, third-, and fifth-grade children. Data from third and fifth graders show different patterns of results for regular and anomalous stories. The true-inference error rate was significantly greater than the error rates for false premise and false-inference sentences in…

Examines the relation between children's (1) probability learning performance and a measure of their memory for items presented in a sequence and (2) probability learning and performance on a test of abstractive integration. Participating were 80 six- and seven-year-old boys and girls from both low and middle socioeconomic classes. (Author/RH)

The role of reversibility in children's comprehension and memory for sequences of pictures was investigated for children in preschool, kindergarten, and first and second grades. Bidirectionality in the ability to remember and infer antecedents and consequences was assessed. (JMB)

Children's ability to infer consequences from sentences automatically was assessed in two cued recall experiments. Seven- and eight-year-old children and adults served as subjects. (JMB)

Examined 8- and 10-year olds' understanding of the unique features of and potential relations among mental activities. Found a developing tendency to organize mental activities on the degree to which memory was a component of the activity. Results suggest that a constructivist theory of mind develops in later childhood. (AA)