This paper presents a model of infant visual recognition which proposes that an infant faced with a novel and a previously exposed target responds with one "look" consisting of a chain of 2 covert responses: (1) an attentional observing response to a dimension and (2) a fixation response to a cue. (Author/JMB)

This paper presents a psychometric analysis of the criterion problem in neo-Piagetian concept development research. The evidence shows that false negative and false positive criterion errors have the same effect on the null hypothesis so that the criterion with the lowest error rate should be utilized. (Author/JMB)

A total of 146 disadvantaged preschool children were trained in 1 of 3 different types of fantasy activities. The effects of this training were evaluated over a variety of tasks measuring cognitive development and impulse control. (Author/JMB)

Twenty-four children at each of 3 grade levels (preschool, 2, and 5) were asked to judge which of a presented set of stimulus items they could recall in a subsequent period of verbal free recall. (Author/JMB)

Analysis of the attempts of 15 boys and 15 girls to construct a 3-dimensional model of their kindergarten classroom revealed that boys were more accurate on all measures than girls. Effects were also found for increased experience in the classroom and for the provision of landmarks. (Author/JMB)

Three experiments were performed in an attempt to integrate ideas and methods developed to study problem solving with those developed specifically to study children's inquiry strategies. (Author/JMB)

This study examined the effects of judgment-contingent feedback and prior knowledge of 3 rules on the conservation learning of 188 kindergarten children. (Author/JMB)

In this paper, data generated in the intermediate-size transposition paradigm under a variety of experimental conditions are related to a 2-process model involving perceptual and cognitive components. (Author/JMB)

Two experiments examined the ability of preschool children to reason about the numerical relations greater than and less than. Results showed that children as young as 21/2 years of age could make number-based relational judgments and compare two number pairs on the basis of a common ordering relation. (Author/JMB)

A sample of 144 children from nursery school, first, and third grades were given a series of problems in which they were required to judge which of 2 synchronous events was longer in duration and to rationalize their judgments. (Author/JMB)

This study examined developmental changes in skill and speed of detection of variation in matrix patterns for 93 kindergartners, 30 fifth-grade students, 30 high school sophomores, 32 nonartists and 30 professional artists. (Author/JMB)

Longitudinal data on reaction time for children in the Berkeley Growth Study and the Oakland Growth Study were analyzed in terms of relative intraindividual variability. Findings indicated a major maturational and a minor learning component in the improvement of mean performance in simple reaction time with increasing age and experience.…

Two experiments presented 36 preschool children with videotapes of their own and unknown mothers interacting with strange and familiar people. The children were able to guess correctly whether their own mother was interacting with a friend or a stranger, but were unsuccessful with unknown mothers. (Author/JMB)

Previous findings that children's moral judgments are affected by the order in which a protagonist's intentions and consequences occur in a single story were studied in a paired-story format with 96 children from 5 to 8 years of age. (Author/JMB)