Two studies with elementary and preschool children investigated the effects of varying the perceptual support for speakers on the process of listener-adaptation in communication. An instructional task in which the child taught a peer to play a board game was utilized. (Author/JMB)

The ability to recall and organize actions was studied in a sample of 80 children ranging in age from 5 to 11 years. Eight different auditory or visual commands were successively presented for 10 trials in each modality in a free-recall task. (Author/JMB)

Two studies examined constructive memory in sentence-recognition tasks as a function of lexical factors, logical ability to make transitive inferences, memory load, and age (kindergarten, first, and third grade children.) (Author/JMB)

This study was designed to contrast children's recall clustering before and after they acquired stable input organizations. A sample of 120 subjects (24 from preschool grades, 1, 4, 7, and college) performed two successively presented, procedurally identical, series of recall-sort-recall tasks. (Author/JMB)

Two studies trace children's acquisition of counting as a means to extract, compare, and reproduce number from arrays of objects. Study 1 examined 3-, 4-, and 7-year-olds' use of counting to compare and reproduce arrays numerically. In study 2, nine of the 3-year-olds from the study 1 were retested after 12 and 18 months. (Author/JMB)

A sample of 75 children from first, third, and fifth grades were each asked a series of questions in 6 topic areas dealing with such issues as conventionality, moral rules, and physical laws. (Author/JMB)

This study examined the general importance of similarity in children's causal reasoning and the relation between similarity and the other principles of causal inference. Participants were 16 boys and 16 girls at each of four grade levels: K, 2, 4, and 6. (Author/JMB)

First, second, third, sixth, and ninth graders and college students were presented with 4 different tasks of surface-volume dissociation in order to see whether or not the conservation of one of these properties would wrongly induce a belief in the conservation of the other. (Author/JMB)

A contextual history of the early word use of 2 children during the first year of language was compiled from 28 hours of videotaped mother-child interaction. (Author/JMB)

Oral responses of 180 male and female undergraduates to scenarios containing positive-loving, neutral-informational, and/or negative-rejecting male child communications were obtained. Responses were scored along 25 specific categories, as well as a global rating of acceptance/rejection of child. (Author/JMB)

This study examined the effects of providing training in identity, reversibility, and compensation explanations, alone and in every combination, for eight matched groups of 48 mildly retarded, nonconserving children. (Author/JMB)

This study examines the development of children's understanding of temporal cycles and the relationship between cyclic concepts and cognitive development. A sample of 62 children, ranging in age from 4 to 10 years, were administered Piagetian tests of classification and seriation and a variety of specially designed cyclic tasks. (Author/JMB)