Reports two studies in which preschool and elementary school children's preference for certain strategies in copying a compound figure were interpreted in terms of a simple phrase structure. The phrase structure involved movements controlled with minimal degrees of freedom. (Author/JMB)

Compared six experimental conditions to determine whether specific formats of interrogatives would be instrumental in inducing the generation of effective verbal mediators for 30 nonretarded and 60 educable mentally retarded children. (Author/JMB)

To study sensitivity to radial location of an odor source, 20 human newborns, ranging from 16 to 130 hours of age, were presented with a small amount of ammonium hydorxide. (Author/JMB)

Examined acuity thresholds for 1- and 2-month-old infants by presenting square wave gratings in a preference paradigm at four viewing distances. (Author/JMB)

To establish the spatial generality of perseverative errors in infant manual search, a group of infants aged 8-11 months performed Piaget's Stage IV task with an object hidden at successive locations in the vertical plane. (Author/JMB)

The visual and motor responses to novel and familiar stimuli were measured in twelve 6-month-old infants, using new measures of integration and concordance. Results indicate that the infants' responses to the stimuli were both integrated and concordant. (Author/JMB)

The vocal distress of 10-month-old male and female infants was manipulated by placing the infants alone either with or without toys. The results demonstrate that separation distress is not an automatic response of infants and that maternal responses to separation depend on the infant's sex. (Author/JMB)

An empirical test of alternative claims by Bryant and Piaget concerning the development of invariance of quantities in 3- and 4-year-old children was made. Results support the Piagetian thesis in showing that those subjects respond with stereotypic strategies rather than by an invariance of number principle. (Author/JMB)

Pleasure associated with cognitive mastery was studied in relation to conceptual tempo in third- and fourth-grade boys and girls. nAuthor/JMB)

Preschool children were tested for their understanding of the words "more" and "less" in a comprehension condition and a construction condition. (Author/JMB)

This article is a reply to a criticism by Saltz and Finkelstein (1974) of work on imagery done by Hollenberg (1970). (JMB)

A reply by Saltz to Mandler's criticism of the Saltz and Finkelstein (1974) article on imagery and conceptual behavior. (JMB)

It is argued that Macnamara's criticisms of Piaget's theory of number do not lead to Macnamara's conclusions about arithmetic instruction. These conclusions appear to be based on misconceptions about logic and logical theories of number. The misconceptions are discussed and an empirical rationale for the conclusions about arithmetic instruction is…

A reply by Macnamara to Brainerd's criticism of the Macnamara (1975) article analyzing Piaget's theory of number. (JMB)

The proposed conceptualization of logical competence has 3 dimensions; principles, content, and complexity. (SB)