The relationship between reflection-impulsivity as assessed by Kagan's Matching Familiar Figures test, and ratings of four personality variables (impulsivity, academic achievement motivation, test anxiety, and extra-version was examined in 68 fifth-grade children. (BRT)

Two statistical characteristics of the Matching Familiar Figures test which produce methodological problems in reflection-impulsivity research are discussed. (BRT)

Age differences in play were examined cross-sectionally in children at 7, 9, 15, and 10 months of age. (BRT)

The cry sounds of 12 well-nourished and 12 malnourished male infants were compared using behavioral and acoustic measures. (BRT)

The spatial and temporal components of a serial position recall task were experimentally manipulated in a study using kindergarten, first grade, and second grade children to determine the factors involved in the primacy effect. (BRT)

The development of children's comprehension of cause and effect relationships was studied in 68 kindergarten, first grade, and second grade children. (BRT)

A set of decoding tests and picture-word interference tasks was administered to third and fifth graders to explore the relationship between single-word decoding, single-word semantic processing, and text comprehension skill. (BRT)

In an investigation of young children's use of context cues in reproducing drawings and geometric shapes, 36 preschool children drew a series of horizontal, vertical, and oblique lines from immediate memory on square backgrounds. (BRT)

The effects of adult presence and reinforcement payoff on subsequent instruction were studied with second and third grade children. (BRT)

Tests the hypothesis that the extent to which the durations of pauses (silences within the utterances of a single speaker) and switching pauses (silences between the utterances of 2 speakers) in the speech of children in conversation become similar (i.e., exhibit conversational congruence) is positively related to age. (BRT)

Seventy-six preschool children were given instructions designed to evoke a positive, negative, or neutral mood; they were subsequently given a choice between an immediately available but less perferred reward or a delayed, preferred reward. (BRT)

After viewing "Sesame Street" inserts containing non-white children, white preschool children showed a strong preference for playing with nonwhites as opposed to whites. This attitude sharply contrasted with control group preferences. (BRT)

Matched groups of normal and retarded readers were required to perform same/difference judgments in which the interval between standard and comparison stimuli was either 0, 1, or 6 seconds. (BRT)

Threshold luminance necessary to evoke an eye movement was evaluated as a function of age (6-21 years) and visual angle (6-42 degrees from the fovea). (BRT)