By Darlene V. Howard (auth.), Mark L. Howe, Charles J. Brainerd (eds.)

For your time now, the research of cognitive improvement has been some distance and away the main energetic self-discipline inside developmental psychology. even though there will be a lot confrontation as to the precise percentage of papers released in developmental journals that may be thought of cognitive, 50% appears like a conservative estimate. consequently, a chain of scholarly books dedicated to paintings in cognitive improvement is mainly acceptable at the moment. The Springer sequence in Cognitive Developmemt includes simple forms of books, particularly, edited collections of unique chapters by way of a number of authors, and unique volumes written through one writer or a small workforce of authors. The flagship for the Springer sequence is a serial booklet of the "advances" sort, sporting the subtitle development in Cognitive improvement learn. each one quantity within the growth series is strongly thematic, in that it truly is constrained to a couple good­ outlined area of cognitive-developmental examine (e. g. , logical and math­ ematical improvement, improvement of learning). All development volumes may be edited collections. Editors of such collections, upon session with the sequence Editor, may well choose to have their books released both as contributions to the development series or as separate volumes. All books written by means of one writer or a small workforce of authors are being released as separate volumes in the sequence. a pretty large definition of cognitive improvement is getting used within the number of books for this series.

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Semantic priming during sentence processing by young and older adults. Developmental Psychology, 20, 903-910. L. (1984). Lexical access and age. Developmental Psychology, 20, 235-243. J. (1985). Automatic and controlled semantic priming: Accuracy, response bias, and aging. Journal of Gerontology, 40, 593600. , & Faulkner, D. (1983). Word recognition: Age differences in contextual facilitation effects. British Journal of Psychology, 74, 239-251. J. (1984). Preserved learning capacity in amnesia: Evidence for multiple memory systems.

This finding stands in sharp contrast with those of a study by Rose et al. (1986) that was published after we had conducted the experiments just described. Using a procedure very similar to the original Jacoby and Witherspoon (1982) experiment and a subject population comparable to ours, Rose et al. obtained a significant spelling bias effect of 12% for their younger participants, but a nonsignificant -4% for the older. (In fact, the findings of Rose et al. with younger adults differ substantially from those of Jacoby and 18 D.

V. ) We can find no obvious explanation for the discrepancy between the Rose et al. findings on age differences and ours, although there are a number of procedural differences between the studies. Fourth, we find that when the contribution of explicit memory to spelling bias is reduced (as in Experiment 3), age differences in spelling bias disappear. , the continuing memory activation) that underlies the spelling bias effect, and that the age differences we observed under some conditions result from the contributions of explicit memory.

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