Brian P. Ackerman

TL;DR: The results showed induction of an effective retrieval strategy in the situations of maximum retrieval support even by the 7-year olds, and developmental differences occurred in the situation where the retrieval cues provided few hints about the acquisition encoding operation.

TL;DR: In this article, the authors assessed the effect of recognition experience intervening between acquisition and retrieval on cued recall for episodic information for second and fourth graders and college adults were shown cue-target word pairs at acquisition and the cues alone at retrieval and the results in general showed same experience facilitated memory for the pair information, and different experience reduced memory.

TL;DR: The relation between attention to target and context information and target recall in an incidental learning task for children and adults was examined in seven experiments as discussed by the authors, and the attentional patterns varied with triplet type, orienting activity, and trial duration.

TL;DR: This article examined constraints on children's understanding of the speaker's meaning in using ambiguous referential utterances concerning evaluation of knowledge sufficiency, access to common ground information in memory, and response decision processes for dealing with insufficiency.

TL;DR: The authors found that attention to the context may benefit target recall in situations where the context can be meaningfully related to the target, and adults seem both more able and more disposed than children to do context-interactive processing of stimulus information, while children seem disposed to base target selection on perceptual information.