The development of speaker and listener skills in a referential-communication task was examined among 144 5-, 6-8 and 7-year-old children. Of special interest were the listener's ability to provide feedback and the speaker's ability to improve his messages in response to feedback. (Author/JMB)

Investigated were developmental and individual differences in children's ability to make inferences from prose. Children in grades two and six read several three-sentence paragraphs containing two premise sentences, from which inferences followed directly, and one filler sentence unrelated to the inferences. They then answered questions about…

Hong Kong Chinese and American adolescents were given three Piagetian tasks of formal operations in order to assess cultural, age, and sex differences. Significant effects were demonstrated with Americans, older subjects, and males performing at more advanced levels. (Author/JMB)

Third- and sixth-grade readers were asked to label sets of pictures printed with distracting words (either nouns, adjectives, or functors) and nonsense syllables. (Author/JMB)

This naturalistic field study of child-rearing patterns compared observational and developmental data for 60 home-based and 60 day care center-based Swedish toddlers. (Author/JMB)

The figural simplicity or salience of parallel lines was studied in 3- and 4-year-olds by means of a figural matching procedure where parallelism was a basis for judging similarity. (Author/JMB)

A sample of 90 children in kindergarten, second, and fourth grades were presented with ambiguous referential communication messages and asked to judge the quality of the messages. (Author/JMB)

Analysis of the modeled behaviors of 64 children from 4 to 11 years of age indicated that a major factor in sex differences in children's imitation is the sex appropriateness of the modeled behavior relative to the observer when a sex-typed behavior is modeled. (Author/JMB)

This article reviews the literature on infants' reactions to strangers, focusing on issues of assessment, reliability, and stability. (JMB)

To determine why the familiarization-novelty paradigm tends to underestimate the ability of infants under 4 months of age to detect unidimensional differences between stimuli, groups of 14- and 20-week-olds were given unidimensional discrimination problems of varying difficulty under conditions of brief and prolonged familiarization. (Author/JMB)