Abstract
An investigation was made of children's ability to utilize the evaluative connotation of words to encode and facilitate later retrieval of those words. Second, fourth and sixth graders were tested using a modification of the STM distractor technique. It was found that sixth graders used evaluative connotation as an encoding dimension. While second and fourth graders did not. In fact, second graders were unable to encode the words rapidly enough on any dimension to enable them to successfully retrieve the material. It was concluded that the ability to use categories as encoding “tools” lags developmentally behind the ability to label exemplars from those categories.
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