Abstract
The characteristics of letter associations in 7-year-old children, 10-year-old children, and college-age adults were compared. The study focuses on developmental changes in letter-to-letter habits, including the specific habits studied on the college-age adults by Underwood and Schulz (1960) . With respect to strategies in responding, children showed greater evidence of repetitive strategies, e.g., repetition of a stimulus term, alphabetical responding etc., than adults; but the frequency of meaningful units, e.g., words and initialed abbreviations of institutions, increased with age. In addition, frequencies of specific letter responses for adults tended on the whole to conform more closely to the frequencies in the language than did the children's frequencies. There was also a clear developmental trend toward increased strength of primary with age.
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