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Summary
The relationship between cognitive development and the use of memorization strategies in a free recall task was assessed in first, third, and fifth grade children. The results indicated a prerequisite relationship in which changes in underlying cognitions proceed in advance of the spontaneous and deliberate use of memorization strategies. In addition, the results indicated that multiple mnemonic activities do not emerge concurrently at the same rate of development. The results are discussed in terms of the issue of homogeneity in cognitive development. Conclusions are drawn with respect to the Soviet position on the subordination of cognitive activities to the goal of memorization.