This study investigated vowel discrimination in 8-week-old infants. Using a nonnutritive, high-amplitude sucking measure in a habituation-dishabituation paradigm. (Author/SB)

Infants 5-17 weeks of age were presented with foreign sounds which were contingent upon their nonnutritive sucking. Significant differences were found for experimental versus control (no sound change) subjects. It was found that adults achieved perfect accuracy with English contrasts but readily confused the foreign contrasts. (Author/SB)

Two studies were conducted with a task allowing detailed examination of how information in stimulus arrays is captured in children's descriptions. How children select information and the role of modeling are dealt with. (Author/SB)

In an attempt to evaluate the psychometric credibility of the Matching Familiar Figures Test (MFFT) as the operational measure of reflection-impulsivity, a study of the short-term (1 week) reliability of different versions of MFFT for boys and girls at kindergarten, second, and fifth grades was conducted. (Author/SB)

The effectiveness of different training and transfer test conditions in promoting perceptual learning in impulsive kindergarten children was investigated. The results provide guidelines for designing effective training methods for improving discrimination learning and problem solving in impulsive children. (Author/SB)

An argument for a closer relationship between the American legal system and developmental research in such areas as foster care, child abuse, and child custody. (BRT)

Suggests that societal change occurs more rapidly than dependable developmental research findings emerge. The research establishment in developmental psychology is examined to determine aspects which affect the ability of the system to produce better results faster. (BRT)

Theories of imitation learning are examined regarding their account of how the infant acquires the ability to emit a response which resembles a response previously exhibited by another. The role of cognition in imitation learning theory is discussed. (BRT)

A review of the literature dealing with the effects of stimulative intervention on premature infants. (BRT)

The language development of monozygotic twins, same-sex dizygotic twins, siblings of monozygotic twins, and siblings of dizygotic twins, ages 3-17, was studied to estimate how much of the individual variation in children's language skills results from genetic factors and how much from environmental experience. (BRT)

A longitudinal study of the moral development of 52 upper middle class adolescents and their parents was undertaken to evaluate the validity of Kohlberg's six-stage model of moral judgment development. (BRT)

This study examined the ability of 4-year-old children to understand the propositional components (presuppositions and assertions) of semantically complex propositions and to deduce what such components together imply. (BRT)

The effects of training specific mnemonic skills on recall readiness were evaluated in educable retarded children. (BRT)

This study examined first graders' use of strategic behavior (looking more during study and categorizing during study) in response to perceiving instructions versus remembering instructions. (BRT)

A comparison was made between the recognition memory of 18 fifth-grade good readers and 18 fifth-grade poor readers, all males. (BRT)