Children 3 1/2 and 5 years of age were tested for their intuitive knowledge of the psychological fact that one mental event may trigger or cue another related mental event. (JMB)

The spatial analogical responding of preschool children, first graders, and college students was compared on two tasks in which body parts were mapped onto drawings of trees and mountains. Results showed that young children performed as well as or better than adults. (JMB)

This study examined several hypotheses about second language learning by testing them in a training format designed to teach Spanish to children in the fifth through eighth grades and to adults in night school. (JMB)

This study demonstrated that 3- and 4-year-old children could locate the next biggest member of a series when they were first directed to locate a terminal member of the array. (SB)

This study demonstrated that 1-year-olds were capable of engaging other people in communicative interaction, that they adopted their messages according to the demands of the listener and situation, and that they responded to the receiver's feedback. (SB)

Choice and use of problem-solving strategies were monitored during a picture comparison task for 90 kindergarten, second and fourth grade boys and girls. (SB)

The category item production task was used to obtain child norms and to investigate two alternative types of category bias reputedly shown by young children: (a) underinclusion of appropriate items; and (b) overinclusion of inappropriate items. Preschool and grade school children (n=144) were asked to produce verbal responses to four category…

To determine whether young children consistently employ a visual code for remembering pictures in serial recall, 36 preschool children were asked to match picture lists composed of visually similar, phonetically similar, or unrelated items. (JMB)

The relation between past history of outcomes and achievement expectancies was examined for 72 elementary school students. (JMB)

This study attempted to establish whether and at what age nursery school children begin to take others' outcomes into account in making choices, in tasks where competitive or cooperative choices permit successful performance, or in settings where cooperative or competitive choices imply foregoing own-gain maximization. (JMB)

Two studies: (1) assessed the infant's ability to perceive differences between two-dimensional and three-dimensional stimuli; and (2) tested the infants' ability to transfer responses across dimensions. (Author/SB)

Examined length of fixation time responses of neonates to pairs of red, blue, and green acetate stimuli. (Author)

In order to determine the ability of children aged 3-8 years to reproduce patterns of different levels of complexity, 60 children were asked to reproduce checkerboard patterns at 3 levels of complexity, measured by code length as suggested by H. A. Simon. (Author/SB)

The intent of this paper is to demonstrate that the standard age effect in analysis of variance provides an ineffective means of assessing developmental change when several age levels are involved and a roughly monotonic trend can be expected. (Author)