Little is known about language development after late-to-moderate premature birth, the most significant part of prematurity worldwide. We examined minimal-pair word-learning skills in 18 eighteen-month-old healthy full-term (mean gestational age [GA] at birth = 39.6 weeks; 7 males; 100% Caucasian) and 18 healthy late-to-moderate preterm infants…

This study investigated age-dependent improvements of monitoring and control in 7/8- and 9/10-year-old children. We addressed prospective (judgments of learning and restudy selections) and retrospective metacognitive skills (confidence judgments and withdrawal of answers). Children (N = 305) completed a paired-associate learning task twice, with a…

Reports three experiments which examined whether three- and four-year-olds learn simple letter-numeral pair associations incrementally or in an all-or-none manner. Results were consistent with the hypothesis that these items were learned in an all-or-none manner. (JMB)

Instructions were given to first and sixth graders to use an imagery-retrieval strategy in recalling 18 paired associates. (SS)

The question of whether or not a certain mathematical model is applicable to the paired-associate data of preschool children as well as adults was examined in five experiments. (Author/MP)

The ability of nursery school and first-grade children to learn and transfer a mediational strategy utilizing prepositional relationships between paired-associate objects was investigated under several strategy training conditions. (Author/JMB)

In experiment 1, 48 first-grade children were presented one of four elaboration strategies or labeling instructions during a single study trial and then recalled 16 paired associates. In experiment 2, 32 first-grade children were trained over a four-day period in the use of an interrogative elaboration strategy or received labeling instructions.…

Compared six experimental conditions to determine whether specific formats of interrogatives would be instrumental in inducing the generation of effective verbal mediators for 30 nonretarded and 60 educable mentally retarded children. (Author/JMB)

In an attempt to examine the generalizability of the Kendler S-R mediational model of reversal-shift behavior, 60 third-grade children were classified as either verbal mediators or nonmediators on the basis of their performance on an optional-shift discrimination problem. The children's performances were then evaluated on three tasks. (Author/CS)

Investigated whether there exists a stage of development at which "imagery-inducing motor activity" ceases to be facilitative relative to the effectiveness of alternative kinds of associative-learning strategies. (Author/SDH)

Using a yoked control procedure, kindergarteners either produced or observed interactions between pairs of toys. Children who performed rather than observed remembered the pairings over time. (ST)

The role of motor activity in children's formation of dynamic mental imagery was investigated in 2 experiments using a paired-associate recognition task. (Authors)

This study investigated the effects of methylphenidate (Ritalin) on hyperactive children's performance on a paired-associate learning task under 3 presentation rates. (Author/JMB)