Reports two studies which examine the cognitive demands of nominal realism tasks. Subjects were kindergartners, first graders and second graders. (Author/JMB)

Cardinal-ordinal abilities and attentional preferences of kindergarten nonconservers, kindergarten conservers, and third grade conservers of number were compared by employing standarized versions of Piagetian cardinal-ordinal tasks and a triad preference task. (Author/JMB)

First, third, and fifth graders hid a series of "people pictures" in containers, half of which bore picture cues related to the people's societal roles and half of which bore cues unrelated to the people's roles. Aspects of their memory-for-location were then analyzed by grade level. (Author/JMB)

A total of 120 children (aged 5, 9 and 11 years old) performed a spatial recall task utilizing either visual or auditory items. Results showed that visual recall was significantly superior to auditory recall at all age levels and all serial positions regardless of cue modality. (Author/JMB)

The ability of nursery school and first-grade children to learn and transfer a mediational strategy utilizing prepositional relationships between paired-associate objects was investigated under several strategy training conditions. (Author/JMB)

The thesis of this article is that, in the drawings of very young children, line is produced as a path before it is produced as a boundary. An explanation for this progression is proposed. (Author/JMB)

Differences in performance were examined for 3- and 7-year-old and adult age groups on 2- or 4-alternative forced-choice recognition tests following presentation of either 300 or 600 picture stimuli. Clear developmental differences in performance were obtained. (Author/JMB)

This study compared three reward allocation paradigms for children aged 6 to 7, 8 to 9, and 12 to 13. (Author/JMB)

This study analyzed 1- to 4-year-old children's attention to television as a function of age, sex, and the presence or absence of a number of relatively simple auditory and visual characteristics of a TV program. (Author/JMB)

A total of 204 male and female subjects rated an infant's emotional responses to four arousing stimuli. Half of the subjects were told they were observing a "boy" and the other half a "girl". Significant differences in responding were found by sex attributed to the child, sex of rater, and the rater's experience with young children. (Author/JMB)

This study investigated the influence of knowledge of conservation on recall of an event by 4- to 7-year-old children. Changes in recall over time were found to follow an inconsistent pattern and seemed to be unrelated to changes in the subject's stage of development. (Author/JMB)

The influence of negative, equal, and positive social comparison and of nonsocial comparison upon 4- and 5-year-old black children's subsequent aggressive and regressive behavior in 3-member groups was investigated. (Author/JMB)

Preschool children with low levels of social responsiveness were randomly assigned to 1 of 4 conditions: (1) watching videotapes of social interactions accompanied by a first-person sound track which described the activities of the child model, (2) watching the same videotapes accompanied by a third-person sound track, (3) a nature-film control…