An investigation of Hollanberg's contention that increased visual imagery is detrimental to concept acquisition. Subjects were 48 second grade children. (SDH)

Recognition memory performances of preschool children were compared in nine combinations of visual-only, verbal-only, and combined visual-verbal presentation test conditions. Subjects generally performed at a high level of correct responding. Verbal-only presentation resulted in less correct recognition than did either visual-only or combined…

A stages-of-learning model was used to examine effects of picture-word manipulation on storage and retrieval differences between disabled and nondisabled grade 2 and 6 children. Results showed that disabled students are poorer at memory tasks and in developing the ability to reliably retrieve information than nondisabled children. (Author/RH)

In a study of second graders, results supported the hypothesis that recognition memory would be disrupted when children's attention control strategy required the same cognitive operations as the task material to be studied. (Author/MP)

In two experiments, children ages six through eight, 10-year-old children, and college students were shown several series of slides. Each series told a unique "story" and was followed by oral questions. Results illustrated the increasing interdependence of the verbal and visual systems with age. (Author/MP)

Results revealed that (1) relevant verbal experience facilitated learning only for preschoolers, (2) irrelevant verbal experience did not interfere with learning, and (3) visual highlighting exerted no significant effects. (Author/MB)

Reports two experiments showing a possible developmental shift from memory organization based on associative criteria to an organization based on categorical criteria. Children in first, fourth, and seventh grades were given a sort/recall task with items that could be organized into groups of categorical or associative pairs. (Author/CB)