Deep and surface structure in children's sentence learning

Fifth-graders were asked to learn 32 syntactically varied, semantically unrelated sentences containing combinations of agentive, objective and instrumental case relations. Five learning trials, each followed by a noun-prompted recall test, were provided. Recall patterns indicated that variations in surface structure complexity (i.e., verb voice and sentential position of noun prompts) exerted less influence on Ss' memory for sentences than deep structures. Several trials were required for Ss to reproduce syntactic details accurately and many transformational errors were observed. Even then, children were unable to learn one syntactic form. Although patterns of recall were more consistent with deep structure predictions, results were not completely supportive of Fillmore's analysis of deep structure in terms of case relations, and the possibility that other non-linguistic means were used to store sentences loomed as an alternative to the deep structure view.     

The development of conceptual and rote recall skills among school age children

One hundred eighty children from Grades K, 5, and 9 performed a recall task within one of four instructional conditions: serial recall; standard free recall; labeling free recall; labeling cued recall. The task required that Ss view and recall items from three successively presented sets of categorized pieture stimuli. Controls were imposed upon the associatice relatedness of items within sets so as to minimize the occurrence of associative responding during recall. The clustering data showed that kindergarten and fifth grade children are able to use conceptual skills to effectively mediate recall, but fail to effect these skills on a spontaneous basis in free recall. The results were discussed in line with the hypothesis that young children fail to engage in planful cognitive activity in recall tasks.     

Category typicality effects in children's memory performance: Qualitative and quantitative differences in the processing of category information

Kindergarten, third, and sixth graders (6, 9, and 12 years of age, respectively) received a cue-at-input/cue-at-output recall task, using category typical and atypical items that were based on either (1) children's conceptions of item typicality, or (2) adults' conceptions of item typicality. At each grade level, recall was greater with the child-defined lists than with the adult-defined lists, and typical items were recalled to a greater extent than atypical items. Further analyses items were recalled to a greater extent than atypical items. Further analyses revealed that the recall of typical items varied as a function of children's typicality ratings of items, and that the “typicality effect” in the adult-norm condition was due primarily to the childrennot realizing that many of the atypical items were appropriate category exemplars. In contrast, typicality effects in the child-norm condition were attributed to qualitative differences in the judged “goodness of example” of the typical and atypical items. The results were discussed in terms of the appropriateness of typicality as a dimension of children's natural language concepts, the role of age differences in knowledge base in affecting performance on a cognitive task, and of the importance of using child-generated norms in studies of children's processing of category information.     

Trait anxiety,stress, and learning a test of Saltz's hypothesis

Behavioral predictions from Saltz's, Spence's, and Spielberger's interpretations of trait anxiety were tested in a complex verbal learning task. Fifty-three high-anxious and 52 low-anxious male college students were randomly distributed to test conditions of failure-stress, pain-stress, or neutral instructions. The learning data revealed that high-anxious-failure and low-anxious-pain Ss were disrupted and supported Saltz's hypothesis; self-reported anxiety (A-State scale, STAI) was observed only in high-anxious-failure Ss and supported Spielberger's theory of the arousal of state anxiety as a function of trait anxiety. However, the contradiction between self-reported anxiety and learning behavior in low-anxious-pain Ss indicated that the verbal report of these Ss was an inaccurate or insensitive index of arousal.     

Free recall and retrieval speed of categorized items by kindergarten children

Kindergarten Ss were presented with 16 pictorial items in four category sets or a partially random ordem with one item from each category composing the four presentation sets. The pictures were presented either on conceptually related background pictures or on white backgrounds. The categorically grouped presentation facilitated free recall performance, both in terms of number of items recalled and the speed with which the items were recalled, and increased the amount of clustering in recall. Categorical clustering in recall was associated with shorter within- than between-category intervals and for those Ss who recalled items from each of four categories successively, the over-all temporal pattern in recall closely approximated that found with adults. No background effects were found.     

Age differences in organization and recall: The effects of training in categorization

An alternating sort/recall task was employed to train fourth graders and college students in organizational strategies. Free-sorting Ss, at both age levels, sorted a group of words into two to seven categories. Analyses of final sorting patterns indicated reliable differences between the children and adults. The organizational schemes thus developed by the free-sorting Ss were taught, by means of a yoking procedure, to other Ss. Results indicated that the recall of fourth graders was improved when they were forced to learn the sorting patterns developed by the older Ss. Similarly, impairment in the recall of college students was observed when they were required to sort according to the organization employed by the fourth graders. These findings imply that changes in organization can result in changes in recall performance.     

Effects of vicarious consequences on imitation and recall: Some developmental findings

Two experiments were conducted using a multiple-item list in which each item consisted of a pair of pictures. The model indicated which member of each pair she preferred and was either positively reinforced, negatively reinforced, or received neutral consequences. The S then indicated his preferences (imitation test). Following the imitation test, each S was asked to recall the model's choices. Age was an independent variable in both experiments. Imitation scores of the children, preschool to sixth-grade age range, were strongly influenced by differential vicarious reinforcement. Vicarious reward increased imitation and vicarious punishment decreased it. College students' imitation scores were only minimally influenced by differential vicarious reinforcement. Within- and between-subjects variations of vicarious reinforcement had similar effects. Recall scores were surprisingly high and were not significantly influenced by differential vicarious reinforcement. Interestingly, age and percentage of correct recall were negatively correlated.     

Training cooperation in the Prisoner's Dilemma

Female Ss' choices in two types of mixed-motive game situations were used to select Ss who had predominantly Own Gain and Ss who had predominantly Relative Gain goals. On the basis of simple reward notions, it was predicted that the former but not the latter would change from competitive to cooperative responding in decomposed Prisoner's Dilemma game situations when interacting with a conditionally cooperative other. Corresponding yoked controls were not expected to become cooperative. The availability of social comparison with an outcome which was smaller than the mutually cooperative outcome but larger than the mutually competitive out-come was expected to lead Own Gain Ss to more rapid learning of cooperation but not to affect the responses of corresponding yoked controls or of Relative Gain Ss. A 2 × 2 × 2 × 5 factorial design was used in which the factors were goal orientation (Own Gain vs Relative Gain), strategy of the other (conditionally cooperative vs yoked control), the availability vs unavailability of the social comparison, and trials. The results strongly supported each of the expectations. The results were discussed in terms of how the operation of the reward mechanism would be affected by the operation of some other social psychological processes.     

Effects of a coactor's prediction on latencies to predict and indentify stimuli

On each of 300 trials E's confederate (C) verbalized which of two stimuli would occur; then S made a prediction. Following each presentation, S and C pulled a trigger to identify the stimulus. Two latencies were measured: the interval between C's and S's prediction (prediction time), and the interval between stimulus presentation and S's identification response (choice RT). Prediction times were significantly shorter when S's prediction agreed rather than disagreed with C's prediction, when S's preceding prediction was correct rather than incorrect, and when S was female rather than male. Choice RT was influenced by distributions of C's stimulus predictions and C's prediction outcomes in directions supporting an expectancy model.     

The effects of instructional variables on young children's organization and free recall

The relationship between verbal instruction and children's free recall was examined. Sixty first-grade children (mean age 84 months) were trained to categorize pictures of common objects. Half were given organizational instructions emphasizing categorization, and half were given instructions emphasizing the individual objects. Similarly, half were given detailed verbal instructions and encouraged to listen, and half were taught using a question type format that encouraged participation. Immediately and after a 2- to 3-week delay, children who were shown an organizational strategy categorized the materials during study and attained higher recall scores than children who were shown a specific strategy. After the 2- to 3-week delay, children in the explanation groups out-performed children in the question-asking groups. The child's competence as measured by intelligence and performance in school did not contribute to amount recalled when subjects were given instructions emphasizing the general strategy. However, children of high competence benefited more from specific training by recalling more items than did children of low competence. These findings point to the importance of instructional variables in studying changes in children's processing capabilities.     

Storage and later recognition of exemplars of concepts

This paper concerns the problem of abstraction: whether when we encounter several exemplars of a concept, we retain only the abstracted concept, only the exemplars, or both. Although many studies concur that both are stored, a recent article argued strongly that only the abstracted concept is stored. The present study, aimed at replication of this recent finding, follows the earlier procedural details but adds appropriate controls and uses simpler material. A set of 24 exemplars of four concepts, in the form of four-tuples of letters and numbers, was presented to Ss who, after presentation, rated a larger set of exemplars for recognition. One group of Ss experienced the conceptual exemplars; control group Ss experienced items that were similar in composition but not exemplars of a concept. Two major results appeared: Unlike the study on which this was based, all Ss were able to distinguish those items that were originally experienced from those that were not. And, the more completely an exemplar fit the concept (the longer the item), the more confident the S was that it had been presented. In contrast, in the control condition, the longer the item, the more confident the S was that it had not been presented earlier. Two models are described to account for these results. One is based on the S's initial storage of the exemplars in a concept-plus-correction format; the other is based on a procedure whereby the S can make recognition judgments without having previously abstracted and retained the concepts.     

Age related changes in the effectiveness of name and visual codes in recognition memory

In the first of three studies college, third grade, and kindergarten Ss were able to determine that two stimuli presented 700 msec apart were the same more quickly if they were visually identical than if they shared the same name. If 3000 msec elapsed between stimulus presentations third grade and college Ss responded at the same rate in making both types of matches, whereas kindergarten Ss appeared to continue to respond more quickly in making visual matches. Study II was an unsuccessful attempt to replicate the kindergarten finding. A warning signal, presented 500 msec prior to the second stimulus, reduced RTs at both interstimulus intervals, but no significant differences in making visual and name matches occurred. In Study III first-graders, responding either with or without a warning signal, were found to respond like the older Ss in Study I. The warning signal again reduced RT at both intervals. The results suggest that Ss across a wide age range are able to use the visual properties of a stimulus for only a very brief period as the basis for making matching judgments.     

The accuracy of self-administration and scoring on Holland's Self-Directed Search

This study assesed the extent to which Ss commit various types of errors when completing Holland's Self-Directed Search (SDS) entirely on their own. Nearly all Ss made some type of error and approximately half of the Ss made errors which affected their final three-letter summary codes. Almost one-fifth of the Ss made errors resulting in an incorrect high-point code. Whether or not Ss made errors that affected their summary codes was unrelated to the extent to which they were interested in knowing more about occupations or academic majors they might like. Neither were such errors related to whether Ss felt the occupations suggested by their summary codes seemed reasonable. Only slightly over one-third the Ss actually did feel that the occupations seemed reasonable.     

Categorical and schematic organization and the development of retrieval strategies

This study investigated the effects of schematic and categorical organization on young children's recall. Preschool and kindergarten children recalled either a taxonomic list or a story in one of two presentation conditions: an alternate condition, in which the material was presented, children recalled it and the procedure was repeated, or a successive condition in which the material was presented twice and children recalled it twice. Although preschool children's story recall was well organized, their list recall was poorly organized, and organization did not increase over recall trials in either presentation condition. In contrast, kindergarten children's recall of both the story and the list was well organized, and their recall was better organized on the second recall trial than on the first in both presentation conditions. These results are discussed in terms of the development of retrieval strategies during the preschool years/     

Prediction outcome and choice reaction time: Inhibition versus facilitation effects

In two-choice RT tasks Ss verbally predicted all stimulus presentations, two-thirds of the presentations, or none of the presentations. Effects of stimulus probability were similar for each type of prediction trial: Correct Prediction Outcome (PO), Incorrect PO, and No-Prediction (NP). When comparisons between Prediction and NP trials were between Ss, reactions on NP trials were significantly faster than reactions POs, but were not slower than reactions to Correct POs. However, when Prediction and NP trials occurred within Ss, reactions on NP trials were not faster than reactions to Incorrect POs, but were significantly slower than reactions to Correct POs. Speculations about Ss' implicit stimulus predictions are offered to interpret differential implications of inhibition and facilitation.     

Pavlovian processes do mediate control of the “advance” response strategy

Two parallel experiments used pigeons in a transfer of control design to determine the basis of the transfer of the use of the “advance strategy” across successive discriminations (W. K. Honig & H. Lindsay, Learning and Motivation, 1975, 6, 157–178). Pigeons were first trained under instrumental contingencies to use an “advance” response to maximize their exposure to S^D and minimize their exposure to S^Δ. Then orthogonal stimuli (key lights in Experiment 1 and diffuse illuminations in Experiment 2) were independently established through separate discriminative Pavlovian procedures as CS+ and CS? or as CS^o's. Later in special tests, it was demonstrated that the associative values of the Pavlovian CS's were a major factor governing the use of the advance strategy: only pigeons exposed to $\text{CS+}\text{CS?}$ used the advance response to regulate their exposure to either CS. Although these experiments showed that the necessary and sufficient conditions for utilization of the advance strategy are the Pavlovian associative values of the discriminative stimuli, opportunity for differential “operant” responding during the discriminative stimuli seems to be a contributor to the optimal use of the advance response across successive discriminations.     

Effort,aversive representations and performance in test anxiety

The effects that effort and attention to aversive representations have on performance are analysed. Effort is manipulated by monetary incentives, and aversive representations are provoked by test and failure conditions. The most difficult items of the task—an inductive non-verbal reasoning test—are performed more poorly by high-trait-anxious Ss under test conditions with reward than by low-anxious Ss, but they do not differ under test instructions without reward. And there are no differences in the less difficult items. These results lend support to Eysenck's conceptualization on the effects of anxiety on performance effectiveness and on processing efficiency. Alternative interpretations are discussed.     

Age-related differences in clustering: A new approach

The present study attempted to determine why children under 8 years of age show categorical clustering in free recall above chance expectations, but such organization does not correlate with recall. Six-year-old children and adults were tested for their memory for 24 pictures of categorizable items. Several new measures of organization such as the proportion of items recalled in category strings and number of strings of each length were evaluated. It was found that children's output is characterized by strings of only two intracategory items and many isolates which does not contribute to recall. Adults produced longer strings from more categories which enhanced recall. In addition, different characteristics of output organization predicted recall for adults and children.     

Developmental changes in predicting one's own span of short-term memory

Developmental changes in the accuracy of predicting one's own recall were studied, using preschool, third grade, and college subjects in Experiment 1 and third grade and college subjects in Experiment 2. Experiment 1 showed that prediction accuracy increased from the preschool to the college years, subjects were not influenced by a potential “expectancy” bias in the procedure, and only third grade subjects were influenced by the presence of norms about peer performance. Experiment 2 showed that third graders and college subjects lower their predictions in the face of “false” norm information, with college subjects being the only group to under predict actual recall in both experiments. Thus, although adults are significantly more accurate than elementary shool children in estimating short-term recall, their susceptibility to norm information suggests that even they have uncertainty about their exact capabilities.