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Research suggests that while information about design is a central feature of older children's artifact representations it may be less important in the artifact representations of younger children. Three experiments explore the pattern of responses that 5- and 7-year-old children generate when asked to produce multiple uses for familiar (Experiments 1, 2) and novel (Experiment 3) named objects. Results showed that while older children tended to produce responses based on the known design function of the object, younger children's responses were more flexible, though still constrained by the mechanical structure of the object. Only when ignorant of a novel object's design function did older children produce more varied functions than did younger children. These results suggest that representations supporting object function undergo change across this period of development, with information about design assuming more importance later than it does earlier.

Examines the relative contribution of phonological short term memory (STM) to vocabulary acquisition in 5-year-old children. The results show that work span, rhyme detection and nonword repetition predict concurrent vocabulary level at age 5. When the study was repeated with same subjects one year later, span and rhyme detection again predicted vocabulary, but nonword repetition did not. (Author/ER)

Spoken serial recall was measured for visually presented words of short and language duration. The results provide little evidence that the spoken duration of the early list items directly affects later recall, as predicted by speech.

The empirical data do not unequivocally support a consistent fixed capacity of four chunks. We propose an alternative account whereby capacity is limited by the precision of specifying the temporal and spatial context in which items appear, that similar psychophysical constraints limit number estimation, and that short term memory (STM) is continuous with long term memory (LTM).

Three different groups of 10‐11‐year‐old children in each of three primary schools, 90 children in all, were given a lesson on the topic of Cartesian coordinate line graphs representing journeys. Three teaching procedures were used which differed according to their degree of embeddedness. The children in each group demonstrated a substantial degree of learning of the topic, a result which is discussed in relation to the general absence from the primary school curriculum of lessons about journey graphs. However, no significant differences were found between the three teaching procedures indicating that these children were capable of learning about journey graphs from a relatively disembedded point‐plotting procedure. The lessons in which the journeys represented were placed in a social context did not produce a significant degree of additional learning as compared to the formal procedures. [ABSTRACT FROM PUBLISHER]

Individuals scoring high (N=32) and low (N=27) on the unusual experiences (UnEx) scale of the Oxford-Liverpool Inventory of Feelings and Experiences (O-LIFE) were selected from a large sample (N=265) of normal volunteer undergraduates. The high- and low-UnEx groups were compared on two tasks, random generation and memory updating, which target executive functions that inhibit prepotent responses and update current information. The groups differed only on the R measure of random generation that assesses inequality in the relative frequencies of response alternatives, a result attributed to superstitious behaviour rather than to executive deficit. The results suggest that the executive impairments previously observed in high schizotypal individuals using the Wisconsin Card Sorting Test and other measures are selective rather than global.

Three experiments compared immediate serial recall of disyllabic words that differed on spoken duration. Two sets of long- and short-duration words were selected, in each case maximizing duration differences but matching for frequency, familiarity, phonological similarity, and number of phonemes, and controlling for semantic associations. Serial recall measures were obtained using auditory and visual presentation and spoken and picture-pointing recall. In Experiments 1a and 1b, using the first set of items, long words were better recalled than short words. In Experiments 2a and 2b, using the second set of items, no difference was found between long and short disyllabic words. Experiment 3 confirmed the large advantage for short-duration words in the word set originally selected by Baddeley, Thomson, and Buchanan (1975). These findings suggest that there is no reliable advantage for short-duration disyllables in span tasks, and that previous accounts of a word-length effect in disyllables are based on accidental differences between list items. The failure to find an effect of word duration casts doubt on theories that propose that the capacity of memory span is determined by the duration of list items or the decay rate of phonological information in short-term memory.