Journal of experimental child psychology
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J Exp Child Psychol · Jul 2000
Comparative StudyChildren's serial recall errors: implications for theories of short-term memory development.
Three experiments examined developmental changes in serial recall of lists of 6 letters, with errors classified as movements, omissions, intrusions, or repetitions. In Experiments 1 and 2, developmental differences between groups of children aged from 7 to 11 years and adults were found in the pattern of serial recall errors. The errors of older participants were more likely to be movements than were those of younger participants, who made more intrusions and omissions. ⋯ This interpretation was supported by the findings of Experiment 3, which measured levels of response inhibition in 7-, 9-, and 11-year-olds by comparing recall of lists with and without repeated items. Response inhibition remained developmentally invariant, although older children showed greater response facilitation (improved correct recall of adjacent repeated items). Group differences in the patterns of other errors are accounted for in terms of developmental changes in levels of output forgetting and changes in the efficiency of temporal encoding processes.
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J Exp Child Psychol · Jan 2000
Comparative StudyDissociating automatic and intentional processes in children's eyewitness memory.
Two experiments investigated the contribution of automatic and intentional memory processes to 5- and 8-year-old children's acceptance of misinformation. Children were presented with a picture story followed by misleading postevent details that either were read to participants or were self-generated in response to semantic and perceptual hints. Children were then given a recognition test under 2 instructional conditions. ⋯ L. L. Jacoby, 1991) influenced misinformation acceptance, but the role of automatic processes declined with age.
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J Exp Child Psychol · Aug 1998
Comparative StudyWhat's in a name: Children's knowledge about the letters in their own names.
Two studies were performed to determine whether children's experiences with their own names boost their knowledge about the components of the name, the letters. The children in Study One showed a significant superiority for the initial letter of their own first name in tests of letter-name, but not letter-sound, knowledge. This pattern was found for Australian first graders (mean age 5 years, 5 months), U. ⋯ Moreover, the children were better at printing the initial letter of their own first name than other letters. The results show that different factors are involved in the learning of letter names and letter sounds. They further suggest that children use letter-based strategies with their own names at a time when they are often considered to be "logographic" readers.
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J Exp Child Psychol · Feb 1998
Comparative StudyBeginning readers' use of orthographic analogies in word reading.
This research re-investigated the claim that beginning readers exploit information from the orthographic rime of clue words to help them to decode unfamiliar words. In Experiment 1, first-grade children were equally able to use orthographic information from the beginning, middle, and end of clue words to identify unfamiliar target words. Moreover, the improvement in reading end-(or orthographic rime-) same target words following clue word presentation reflected phonological priming. ⋯ Clue word presentation enhanced the reading of beginning-same and end-same target words more than middle-same target words. Improvement was the same for beginning-same and end-same target words. Target word improvement following clue word presentation was greater than that for phonologically primed words only in children reading target words sharing the beginning sequence of the clue word.
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J Exp Child Psychol · Jul 1997
Comparative StudyEmergent conditional discriminations in children and adults: stimulus equivalence derived from simple discriminations.
This study examines whether trained and derived simple discriminations lead to conditional relations between discriminative stimuli of the same and opposite (S+, S-) functions. After being trained on an arbitrary X-Y task (X1-Y1, X2-Y2) and on two simple discrimination tasks (A1+/A2- and B1+/B2-), children (Experiment 1) and adults (Experiment 2) were tested on the formation of novel simple discriminations (A3+/A2- and B3+/B2-) and conditional stimulus relations between all directly and indirectly paired A stimuli and between all directly and indirectly paired B stimuli (A1-A2-A3, B1-B2-B3). Subjects who formed these sets also received A2-X1 and B1-X2 training followed by a series of probes to assess the formation of two five-member stimulus equivalence classes (A1-A2-A3-X1-Y1, B1-B2-B3-X2-Y2). ⋯ Those who did also related all the A and B stimuli with the designated X and Y stimuli. By contrast, all normal adults matched all paired and conditionally linked stimuli with one another. Present findings and those of related studies on stimulus equivalence are discussed from a stimulus contiguity perspective.