***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: This study investigated whether children 's spatial recall performance shows three separable characteristics : ( 1 ) biases away from symmetry axes ( geometric effects ) ; ( 2 ) systematic drift over delays ; and ( 3 ) biases toward the exemplar distribution experienced in the task ( experience-dependent effects ) . In Experiment 1 , the location of one target within each geometric category was varied . Children 's responses showed biases away from a midline axis that increased over delays . In Experiment 2 , multiple targets were placed within each category at the same locations used in Experiment 1 . After removing geometric effects , 6-year-olds'--but not 11-year-olds'--responses were biased toward the average remembered location over learning . In Experiment 3 , children  responded to one target more frequently than the others . Both 6- and 11-year-olds showed biases toward the most frequent target over learning . These results provide a bridge between the performance of younger children and adults , demonstrating continuity in the processes that underlie spatial memory abilities across development The Corsi Block-Tapping task has been utilized as a measure of spatial memory in both clinical and research context s for several decades . Despite its wide application , the task has been employed with extraordinary variability in administration and scoring and in the composition of stimulus item sets . We have generated a set of test items containing quasi-r and omly derived block-tapping sequences . In another study , we investigated item difficulty as a function of path configuration and showed a decline in performance with increasing span capacity load . In the current cross-sectional study , we evaluated developmental differences in span capacity by measuring performances of school children from grade 1 ( M age = 7 years ) to grade 8 ( M age = 14 ) and a young adult sample ( M age = 21 years ) .  Mean span capacity increased incrementally and linearly with age , and no gender difference was observed . The increase in performance with advancing age supports the notion that spatial immediate memory capacity increases with maturation throughout childhood . Comparisons indicated that the span capacity of eighth grade rs ( M = 6.9 ) was not statistically different from that of the young adults ( M = 7.1 ) , suggesting an upper developmental plateau for spatial span in early adolescence . This study provides a normative data base for this widely utilized measure of spatial memory . Some of the data contained in this paper were presented at the meeting of the International Neuropsychological Society , Honolulu , February 2003 Thelen and colleagues recently proposed a dynamic field theory ( DFT ) to capture the general processes that give rise to infants ' performance in the Piagetian A-not-B task . According to this theory , the same general processes should operate in noncanonical A-not-B-type tasks with children older than 12 months . Three predictions of the DFT were tested by examining 3-year-olds ' location memory errors in a task with a homogeneous task space . Children pointed to remembered locations after delays of 0 s to 10 s. The spatial layout of the possible targets and the frequency with which children moved to each target was varied . As predicted by the DFT , children 's responses showed a continuous spatial drift during delays toward a longer term memory of previously moved-to locations . Furthermore , these delay-dependent effects were reduced when children moved to an " A " location on successive trials , and were magnified on the first trial to a nearby " B " location . Thus , the DFT generalized to capture the performance of 3-year-old children in a new task . In contrast to predictions of the DFT , however , 3-year-olds ' responses were also biased toward the midline of the task space-an effect predicted by the category adjustment ( CA ) model . These data suggest that young children 's  spatial memory responses are affected by delay- and experience-dependent processes as well as the geometric structure of the task space . Consequently , two current models of spatial memory-the DFT and the CA model-provide incomplete accounts of children 's location memory abilities Two experiments examined how information about what objects are influences memory for where objects are located .  Seven- , 9- , and 11-year-old children and adults learned the locations of 20 objects marked by dots on the floor of a box . The objects belonged to 4 categories . In one condition , objects belonging to the same category were located in the same quadrant of the box . In another condition , objects and locations were r and omly paired . After learning , participants attempted to replace the objects without the aid of the dots . Children and adults placed the objects in the same quadrant closer together when they were related than when they were unrelated , indicating that object information led to systematic biases in location memory 25 infants were tested every 2 weeks on the AB Object Permanence Task devised by Piaget , from the age when they first reached for a hidden object until they were 12 months . The delay between hiding and retrieval necessary to produce the AB error increased continuously throughout this period at an average rate of 2 sec/month , from under 2 sec at 7 1/2 months to over 10 sec by 12 months . All children displayed the AB error repeatedly over the months of testing . Large between-children differences in delay needed for the AB error were found at each age . Girls tolerated longer delays than boys . The characteristic pattern to the AB error did not vary over age or sex . Range of delay producing the AB error in any child was small . Errors disappeared when delays were reduced by 2 - 3 sec , and reaching became r and om or severely perseverative when delays were increased 2 - 3 sec above the level producing AB error . AB provides an index of the ability to carry out an intention based on stored information despite a conflicting habitual tendency Recently , Smith , Thelen , and colleagues proposed a dynamic systems account of the Piagetian " A-not-B " error in which infants ' errors result from general processes that make goal -directed actions to remembered locations . Based on this account , the A-not-B error should be a general phenomenon , observable in different tasks and at different points in development . Smith , Thelen , et al. 's proposal was tested using an A-not-B version of a s and box task . During three training trials and three " A " trials , 2-year-olds  watched as a toy was buried in a s and box at Location A. Following a 10-s delay , children search ed for the object . Across five experiments , children 's ( total N = 92 ) performance on the A trials was accurate . After the A trials , children watched as a toy was hidden at Location B , 8 to 10 inches from Location A. In all experiments , children 's search es after a 10-s delay were significantly biased in the direction of Location A. Furthermore , this bias toward Location A decreased with repeated trials to Location B , as well as when children completed fewer trials to Location A. Together , these data suggest that A-not-B-type errors are pervasive across tasks and development People use geometric cues to form spatial categories . This study investigated whether people also use the spatial distribution of exemplars . Adults pointed to remembered locations on a tabletop . In Experiment 1 , a target was placed in each geometric category , and the location of targets was varied . Adults ' responses were biased away from a midline category boundary toward geometric prototypes located at the centers of left and right categories . Experiment 2 showed that prototype effects were not influenced by cross-category interactions . In Experiment 3 , subsets of targets were positioned at different locations within each category . When prototype effects were removed , there was a bias toward the center of the exemplar distribution , suggesting that common categorization processes operate across spatial and object domains 
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A systematic review of the literature around these examples reveals that computational modeling is having an impact on empirical research in cognitive development ; however , this impact does not extend to neural and clinical research .