This study focused on the impact of stimulus presentation format in the gating paradigm with age. Two presentation formats were employed-the standard, successive format and a duration-blocked one, in which gates from word onset were blocked by duration (i.e., gates for the same word were not temporally adjacent). In Experiment 1, the effect of presentation format on adults' recognition was assessed as a function of response format (written vs. oral). In Experiment 2, the effect of presentation format on kindergarteners', first graders', and adults' recognition was assessed with an oral response format only. Performance was typically poorer for the successive format than for the duration-blocked one. The role of response perseveration and negative feedback in producing this effect is considered, as is the effect of word frequency and cohort size on recognition. Although the successive format yields a conservative picture of recognition, presentation format did not have a markedly different effect across the three age levels studied. Thus, the gating paradigm would seem to be an appropriate one for making developmental comparisons of spoken word recognition.The aim ofthis study was to assess the appropriateness of the gating paradigm for making developmental comparisons of spoken word recognition-that is, to ascertain whether there are characteristics of the paradigm itself that differentially influence children's and adults' performance and thus limit general conclusions about the growth of recognition.In the gating paradigm as it was introduced by Grosjean (1980), listeners are presented with increasing amounts ofacoustic-phonetic input from word onset and asked to identify the target after each gate. This paradigm is consistent with the widespread theoretical view of recognition as a discriminative process (the view that words must be discriminated from various lexical alternatives; see Luce, 1986) and has proved useful in the illumination of key theoretical issues regarding this process in adults (e.g., the extent to which it is sequential, with greater perceptual weighting of word-initial vs. non-initial input; cf. Grosjean, 1985;Salasoo & Pisoni, 1985). Less attention has been paid to recognition in childhood, in part because of a shortage of tasks that are amenable for the study of younger listeners. Without such tasks, we cannot assess theoretical issues regarding This research was supported by the Department of Psychology at the University of Alabama and by NICHHD Grant HD30398. We thank Steve Smith for software development and Paul Luce for computational analysis of stimulus characteristics. James Flege and Linda Smith made helpful comments on this paper, as did Joanne Miller and three anonymous reviewers. Aisha Holmes, Cindy Marshall, and Lauren Randazza assisted in data collection and scoring. We are also grateful to the principal, Jack Allison, the staff, and the students of Hall-Kent Elementary School for their participation. Address correspondence to A. C. Walley, Department of Psychology, Universit...