Children in grades 1 to 8 were given picture-word pairs and were asked to say whether the items rhymed, in a sound task, or "went together," in a meaning task. It was concluded that children can get meaning from printed words without the use of an intermediate phonemic code. (Author/JMB)

The home environments of 74 infants were assessed when the infants were 6 and 24 months old. At three years of age their language development was measured. Results demonstrated that it is possible to specify some of the parameters of early experience related to certain aspects of language development. (Author/JMB)

This study assessed the predictive utility of a classification-based model versus a representational memory-based model to account for the effects of verbal training on the acquired equivalence and distinctiveness paradigms. (Author/JMB)

This study employs a lexical-decision task to investigate second- and fourth-grade children's use of semantic context in word recognition. Results showed that younger and poorer readers benefit at least as much from semantic context in word recognition as do older and better readers. (Author/JMB)

This study was conducted with 90 fifth-graders to investigate the effect that an individual's relationship to his resources has on his willingness to donate these resources to needy others who are either responsible or nonresponsible for their state of need. (Author/JMB)

The effects of 4-hour delay of punishment (withdrawal of reward) on response inhibition was studied with 24 fourth-grade children. Results showed that verbal expression of the punishment contingency allows the 10-year-old child to profit from 4-hour delayed punishment as much as immediate punishment. (Author/JMB)

Analysis of 40 first-grade children's performance on two discrimination learning problems revealed that children do transfer dimensional information between the visual and tactual modalities. (Author/JMB)

When adults judge which of two digits is numerically larger, their response times decrease linearly with the numerical difference. For fourth- and seventh-grade children, the slope of the function relating judgment time to numerical difference is similar to that of adults, but much steeper for kindergarten and first-grade children. (Author/JMB)

Subjects who previously participated in a study of stage transition in moral judgment were reinterviewed after a period of 1 1/2 to 2 years. The hypothesis that the conflicts and contradictions evident on the first testing would be resolved through structural reorganization was confirmed. (Author/JMB)

A comparison was made of the behaviors of 64 12-month-old infants in situations where adult female strangers played either an active or a passive role. (Author/JMB)

Analysis of the performance of second-, fourth-, sixth-grade, and college-level subjects on picture-word interference tasks indicated that distractor words belonging to the same semantic category as pictures produced more interference than either unrelated words or nonsense trigrams. (Author/JMB)

Seventy second-grade children who had succeeded on pretests involving liquid conservation observed a nonconserving model and were subsequently retested. Regression to nonconservation was obtained only among some of the children who had been submitted to maximal pressure in the presence of an adult model. (Author/JMB)

Cognitive functioning at 15 months (as measured by the Uzgiris and Hunt scales) was examined in terms of individual differences in habituation of independent groups at 2, 3, and 4 months of age. (Author/JMB)

A shortened version of a learning-set training procedure was given to 80 children four and five years of age. These children and 16 untrained controls were then tested for quantity conservation. Results relate task performance on the conservation tasks to the type of training received. (Author/JMB)