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The purpose of this study was to investigate, through the analysis of word recognition errors, the relationship between conceptual tempo and developmental changes in the bases for memory organization (phonetic or semantic). Following one presentation of a 69-item study list 96 reflective and impulsive third- and sixth-grade boys and girls were presented a recognition test list which contained words that were semantically or phonetically related to words which had appeared in the study list. Neither conceptual tempo nor age was clearly related to the number or type of recognition errors made. It is suggested that the previously demonstrated superiority of reflective, relative to impulsive, feature-analytic processes may be restricted to conditions of visual presentation.
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Anne-Marie Allen (1977) studied this question.
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