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First graders, fifth graders, and college students were asked to predict how many orally presented nouns they would later be able to (a) recall or (b) recognize. Based on a "task familiarity" argument, it was anticipated that quite different developmental patterns would be obtained on the two tasks. As expected, large developmental differences in prediction accuracy emerged on the recall task but not on the recognition task. Following actual task experience and feedback concerning performance, subjects at all ages made more accurate predictions about a hypothetical second list even though the original developmental patterns still remained.

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