A total of 35 variables descriptive of birth and obstetric complications, prematurity, maternal discomfort, and demographic status were studied for a sample of 322 infants. Factor analyses of these variables resulted in seven major factors that were used to predict developmental status at 1 year of age for 233 of the subjects. (Author/SB)

Two problems that illustrate the importance of timing in human behavior are discussed. The major problem relates to timing in motor skill performance and acquisition. The second problem concerns the child's adaptation to his social milieu. (Author/JH)

A series of five experiments explore the 7-month-old infant's ability to discriminate among photos of faces. The infant's tendency to choose visual targets for inspection provides evidence of discrimination and recognition. (Author/JH)

The information load analysis of a discrimination-learning situation was studied by comparing speed of learning with a conventional reinforcement procedure and an inseparable reinforcer. Results showed more rapid learning by 4- to 6-year-olds with the inseparable reinforcer on earlier problems in a series and greater effect on more difficult…

Although adults and children were found to be equally accurate in their initial estimates of recall, adults used that information more skillfully in choosing what to study and deciding when they had studied sufficiently. (Author/JMB)

Children's comprehension and memory for different kinds of information in prose was assessed in two experiments. In the first experiment, 72 elementary school children listened to paragraphs and answered questions about explicit and implicit semantic relationships. The second experiment investigated the relationship between children's initial…

This study examined the relationship between syntax discrimination and other language skills with 50 children each in kindergarten, first grade and second grade. Also, the children were asked to imitate and show comprehension of normal and scrambled grammar sentences. (Author/JH)

When 48 first-, fourth-, and seventh-grade boys (classified as high, moderate, or low on an expectancy of success measure) were given a repetition choice task, a developmental trend in number of children choosing the interrupted task was found. When the task's difficulty level was matched to the child's grade, the trend was not found. (Author/JH)

To examine the relationship between response accuracy and tempo, as measured by the Matching Familiar Figures Test (MFF) and criterion measures, 233 7-, 9-, and 11-year-olds were given the MFF, two problem-solving tasks, and a test of academic achievement. (Author/JH)

A total of 82 fourth and fifth graders participated in a 15-week intervention program during which they confronted problems requiring formal operational thought. Subjects showed advancement toward formal operations on the pendulum and chemicals problems (Inhelder and Piaget) and on a third problem on immediate and 4-month posttests. (Author/JH)

Task performance was compared in same- and mixed-age triads of 231 first- and third-grade children. Half the triads worked for individual rewards, the rest for group rewards. (JH)

Reports two studies aimed at replicating and extending Gerwirtz's deprivation-satiation findings concerning social reinforcer efficacy. Results showed that precriterion satiation-deprivation did not influence responsiveness to reinforcement on the criterion task but did influence preference. Setting condition was found to influence social…

Reports three experiments which examined kindergarteners' ability to conserve number in response to three forms of questioning: nonverbal, standard, and control. There was no indication that a full mastery of conservation could be elicited earlier by the nonverbal procedure. (Author/JMB)

A series of free-recall experiments was conducted in which preschool children were tested repeatedly over many sessions. Various experimental manipulations were interspersed with baseline sessions along the lines of the single-subject design commonly used in free-operant studies. (Author/JMB)

Contrary to earlier assertions, young children do not interpret the word different to mean same. Both 2 1/2-year-old children and adults interpret requests for same or different objects appropriately, apparently following conventions of conversational discourse. These data offer no support for a discrete semantic-feature model of acquiring word…