Cognitive, perceptual, and personal-social development of prematurely born preschoolers

This study was designed to determine possible differences in the cognitive, perceptual, and personal-social development of prematurely and maturely born 3-yr.-olds which might foreshadow later learning problems. The subjects were 40 prematurely born graduates of a neonatal intensive care unit (birth weight less than 2,500 gm, less than 37 wk. gestation) matched on the pair-level with full-term controls on sex, race, post-conceptual age, and socioeconomic background. All subjects were singletons and parity was matched at the group level. No differences were found between the groups on tests of higher mental processes including the General Cognitive, Verbal, Quantitative, and Memory Scales of the McCarthy Scales of Children's Abilities, and researcher-devised measures of problem-solving competence. No differences in parental reports of personal-social development were noted. Prematures did not perform as well as controls on perceptual performance tasks, and this difference was interpreted as reflecting relatively impaired visual-motor coordination.     

Short-term memory for colors and color names in the absence of vocalization

In a previous experiment, Allen found no release from proactive inhibition using the Brown-Peterson procedure in a group who were shifted from recalling colors to recalling the names of colors. The lack of release suggests that colors and color names are encoded in similar ways. It was argued that the similarity of encoding might have been caused by the procedure of requiring the subjects to say out loud the names of the colors at the time of stimulus presentation and recall. In the present experiment, a procedure was devised that eliminated the need for verbalization of the colors. The same pattern of results was obtained, namely, release from proactive inhibition in the group shifted from recalling color names to colors but not in the group shifted in the opposite direction. It was concluded that if subjects encode colors as a verbal label, then this encoding strategy is not caused by the procedure of requiring the subjects to verbalize the colors.