This article reports two attempts to demonstrate the discrepancy hypothesis prediction that visual fixation time for human infants should be an inverted-U function of the magnitude of discrepancy between a new stimulus and a familiar standard. (Author/JMB)

This study used a learning-set task to assess the ability of four 10-month-old infants to acquire an object discrimination. (Author/JMB)

The comparative value of various parameters of neonatal prematurity for differentiating intellective, scholastic, and social functioning in middle childhood was assessed for a sample of 38 prematurely born and 26 maturely born subjects aged 7 to 9.5 years. (Author/JMB)

A sample of 34 infants participated in 3 experiments designed to determine whether experience with response-contingent stimulation would enhance an infant's subsequent learning performance. (Author/JMB)

This study tested the assimilation of an auditory-visual stimulus configuration in 32 infants aged 15 to 16 weeks. The infants' discrimination of matched and mismatched auditory-visual stimuli indicated that infants by 4 months of age are capable of constructing bimodal schemata. (JMB)

A hypothesized developmental sequence of agent use in pretending was tested in 36 infants between 14 and 24 months of age and was compared with the development of object permanence. (JMB)

This study used a set of Piagetian tasks to examine the sensorimotor skills of 40 profoundly retarded institutionalized children ranging in age from 8 to 14 years. (JMB)

This study analyzed the social interaction sequences and behavioral components of social interaction in two toddler playgroups across a 7-month period. Playgroup number 1 was composed of 6 male toddlers aged 1 year and playgroup number 2 was composed of 6 male toddlers aged 16 months. (JMB)

Children aged 5 to 12 years and college students were asked to judge hypothetical persons' ability or effort from information about task outcome, task difficulty, and magnitude of the complementary personal characteristic, effort, or ability. (JMB)

A sample of 36 hyperactive boys between the ages of 7 and 12 was tutored individually for two months in a classroom setting. Interactions among two types of behavior change treatments, two levels of causal attributions, and two levels of medication were examined with regard to two dependent variables. (JMB)

Reports a study and its replication which examined the effects of cooperative, competitive, and individualistic learning environments on the subsequent spontaneous self- and other-enhancement of 234 children between the ages of 8 and 10 years. (JMB)

This multimethod-multitrait study compared facets of self-concept defined by subscale labels in the Sears Self-Concept Inventory, the Gordon How I See Myself Scale, and the Piers-Harris Children's Self-Concept Scale. A total of 103 subjects in grades 3 through 6 participated. (JMB)

The reactions of peers and teachers to sex-typed behaviors of 106 boys and 101 girls in 15 preschool classrooms were examined. (JMB)