Second grade children were pretested for the ability to conserve, after which conservers were paired with nonconservers. Pairs were then instructed to resolve their opposing answers on the conservation tasks. (JMB)

Differences in the rates of visual information-processing in 8- and 10-year-old reflective and impulsive children were measured. (JMB)

An analysis of 268 photographs from Western, Eastern, and American Indian cultures showed a significant tendency for women to hold children on the left side of their bodies. (JMB)

This study investigated whether learning a second language (French) affected the social skills and verbal communication abilities of English-speaking kindergarten, first grade, and second grade children. (JMB)

The ability of preschool-age children to modify their verbal communication as a function of listener attributes was explored. (JMB)

The effects of cumulative-rehearsal instructions and degree of overlearning on first graders' acquisition and transfer of rehearsal strategies were investigated. (JMB)

The relationship between neonatal visual information-processing and the burst-pause pattern of nonnutritive sucking was explored. (JMB)

Compared the ability of poor and good readers in the second grade to make same-different matches of visual, auditory, and visual-auditory stimuli. (JMB)

This study sought to assess the ontogenetic course of three classes of size-value phenomena. Size-value phenomena refers to the observation that valued and neutral objects physically equal in size are judged as unequal. Results are discussed in terms of perceptual development. (ST)

Six hundred preadolescents, half from kibbutzin and half from classrooms in Tel Aviv, were asked to describe the frequency of certain socializing behaviors of their parents, peers, teachers, and caregivers. Implications for personality development are discussed. (ST)

The effects of selective dropout and retesting on the assessment of developmental changes in abilities during adolescence are examined. (ST)

The hypothesized central role of cognitive development in resolving moral dilemmas was examined in sixth grade and college-age females. Results indicated that sophisticated cognitive operations are a prerequisite to advanced moral judgments. (ST)

The development of moral judgment in 11-year-old girls is discussed in terms of the evaluation of role taking ability. (ST)