The reliability of Hebb repetition learning and its association with language and reading in adolescents with intellectual disabilities.

Hebb repetition learning (HRL) refers to neurodevelopmental processes characterised by repeated stimulus exposure without feedback, which result in changes in behaviour and/or responses, e.g., long-term learning of serial order.

Lexical access speed and the development of phonological recoding during immediate serial recall.

A recent Registered Replication Report (RRR) of the development of verbal rehearsal during serial recall (Elliott et al., 2021) revealed that children verbalized at younger ages than previously thought (Flavell et al., 1966), but did not identify sources of individual differences.

Hebb repetition learning in adolescents with intellectual disabilities.

Background: Hebb repetition learning is a form of long-term serial order learning that can occur when sequences of items in an immediate serial recall task are repeated. Repetition improves performance because of the gradual integration of serial order information from short-term memory into a more stable long-term memory trace.

Aims: The current study assessed whether adolescents with non-specific intellectual disabilities showed Hebb repetition effects, and if their magnitude was equivalent to those of children with typical development, matched for mental age.

Effects of presentation modality and duration on children's strategy use: A study in computational estimation.

Two experiments were run to determine how presentation modality and duration influence children's arithmetic performance and strategy selection. Third and fourth graders were asked to find estimates for two-digit addition problems (e.g.

Individual differences in children's strategy selection in a computational estimation task with two versus three available strategies.

We investigated how children's strategy selection on different problem types was influenced by whether two or three strategies were available in a computational estimation task. Importantly, we examined the influence of individual differences in working memory updating on these effects. Third and fourth graders (N = 725) were asked to indicate the best strategy for two-digit addition problems (e.

Effects of working memory updating on children's arithmetic performance and strategy use: A study in computational estimation.

The current study investigated how children's working memory updating processes influence arithmetic performance and strategy use. Large samples of third and fourth graders were asked to find estimates of two-digit addition problems (e.g.

Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study.

Use of verbal rehearsal is a key issue in memory development. However, we still lack detailed and triangulated information about the early development and the circumstances in which different forms of rehearsal are used. To further understand significant factors that affect children's use of various forms of rehearsal, the present study involving 108 primary school children adopted a multi-method approach.

Phonological short-term memory impairment and the word length effect in children with intellectual disabilities.

There is mounting evidence that children and adolescents with intellectual disabilities (ID) of nonspecific aetiology perform poorer on phonological short-term memory tasks than children matched for mental age indicating a structural deficit in a process contributing to short-term recall of verbal material. One explanation is that children with ID of nonspecific aetiology do not activate subvocal rehearsal to refresh degrading memory traces. However, existing research concerning this explanation is inconclusive since studies focussing on the word length effect (WLE) as indicator of rehearsal have revealed inconsistent results for samples with ID and because in several existing studies, it is unclear whether the WLE was caused by rehearsal or merely appeared during output of the responses.