An examination of the extent to which adults and children (7 and 11 years old) were able to make discriminations between fixations directed at their eyes and at different positions on their faces. (SDH)

This study of 108 Israeli boys from kibbutz, moshav, and city settings supports the hypothesis of Hollos and Cowan that a basic amount of early social experiences is necessary for the development of role-taking skills. (Author/SDH)

Piaget's class-inclusion task was revised class-inclusion tasks were administered to 64 kindergarten and 64 first-graders. Each of the revisions enhanced performance as compared with Piaget's standard procedures. These results are considered in terms of two possible interpretations. (Author/SDH)

An investigation of performance on a standardized test of self concept with matched samples of normal and retarded readers. Self concept test performance was found to be significantly and negatively related to age, school grade and each measure of achievement. (Author/SDH)

Preschool children were asked to participate in an activity of high initial interest, either for its own sake or in order to obtain an extrinsic reward. Children who participated as a means to some ulterior end showed less intrinsic interest in the activity. (SDH)

Presents two studies which investigated the relative importance of various features in the discrimination of faces. (SDH)

This study investigated the hypothesis that there is a developmental trend toward greater flexibility of strategies in visual selection. Subjects were 48 second and sixth graders. (Author/SDH)

Presents an investigation of the hypothesis that an increase in the salience of the total class dimension should improve class-inclusion performance. Subjects were 220 children in kindergarten through third grades. (SDH)