Results of this study indicate that United States children are more causally oriented than Mexican children--sixth graders more than fourth graders, and advantaged children more than disadvantaged ones. (DM)

After viewing pictures of simple objects varied in color and spatial location, first, third, and fifth graders were assessed for their abilities in automatic processing of spatial and color information. In general, no evidence was found to suggest that the processing strategies of younger children were less sophisticated than those of older…

Cognitive and instructional strategies were taught concurrently with a reading program emphasizing auditory skills for 34 mildly retarded elementary students. Participation resulted in no greater improvements in achievement scores for the Ss than for a control group which received no strategy training. (Author/CL)

In a series of three experiments, first-, second-, third-, and fourth-grade children were asked to recall the names of their classmates. Assessment of their organization according to various classroom groupings (e.g., seating arrangement and reading group) was then performed. (Author/MP)

Analyzes the developmental patterns in the production of analogy by second-, fourth-, and sixth-grade students to determine whether children use different types of analogy as they achieve linguistic maturity. (HOD)

Suggests that teaching schema that gives learners not details but a process for interpreting stories will produce results with carryover. (FL)

Reviews and synthesizes the major findings on reversal errors made by young readers. (FL)

The subjects were 47 first-grade children from three classrooms in a Lexington, Kentucky public school. Results indicate that the position of the unknown set in a verbal problem substantially determines whether or not a problem can be modeled successfully by children of this age. (MP)

Forty children listened to stories and then answered questions about temporally neutral and temporally tagged information. Observed interactions among age, additional processing, and kind of information demonstrated the importance of the distinction between these types of information for developmental studies of memory of prose. (Author/DB)

Argues that using story frames to guide students' responses to comprehension questions seems to help them provide better answers and to develop their independent comprehension skills. (FL)

Describes a program designed by a practicing inventor to systematically teach gifted and talented elementary school students how to be inventive. Examples of typical student inventions and an appendix listing steps or keys in inventing are included. (Author/RH)

Three experiments demonstrated (1) habituation and long-term retention of habituation to a tone stimulus in third-grade children, (2) specificity of habituation to an auditory stimulus in first- but not fifth-grade children, and (3) specificity of habituation in fifth-grade children in response suppression when a cross-modality stimulus change was…

First and fifth graders in two IQ groupings reconstructed pictures which were variations on a prototypic picture. In subsequent recognition, children gave confidence ratings on the "oldness" of the pictures. Prototypes were recognized with most confidence. Younger and lower IQ children were less sure about noncases being "new".…

Documents the progressive spelling strategies and improvement of one third-grade student over the course of eight drafts. (HTH)

Teaching students test wiseness can have a number of positive results, including improving the validity of the tests themselves and improving the scores of minority students on tests. (AEA)