Children, ages 3 to 10 were asked to rank random polygons, which differed in complexity according to interestingness and pleasingness. Complexity preferences varied with age. (ST)

Children, aged 5, 8, and 11 years, were tested to assess the conformity of their developing symbolic gestural abilities to imagery processes. Results are discussed in terms of Piaget's conception of stages in imagery development. (ST)

Factor structures of various eye-hand coordination tasks were examined for children, ages 4-1/2 to 8-1/2. Theoretical models of skilled action development are discussed. (ST)

Preschool children were tested for their understanding of the use of definite and indefinite articles in 2 kinds of story-telling tasks. (ST)

Infant reaction to adult speech was studied through frame-by-frame analysis of sound films. Infants' actions were found to be synchronized with the organized speech behavior of the adults in his environment. (ST)

The Stanford-Binet intelligence test was administered by 104 third- and sixth-grade, disadvantaged black children in Negro non-standard dialect and in standard English. Younger children performed better than older children. No significant differences were found between dialect and standard-English test administrations. (ST)

A retrospective check of 100, white 4-year-olds (with IQ's of 140 or more) showed no precocity at age 8 months, as measured by the Bayley Scales of Mental and Motor Development. (ST)

Skill learning was studied in 247 elementary and high school students, using a pursuit rotor. Data were analyzed by repeated-measures ANOVA. (ST)

Second grade children, divided into high and low achievement groups, were tested on a visual vigilance task in which stimuli occurred 24 times in 30 minutes. High achievers responded correctly more often. (ST)

In a study of spatial perspectives, third- and fifth-grade students were asked to coordinate perspectives on single-object and multiple-object arrays. (ST)

Presents two studies which investigated the importance of subtle contexture factors on the young child's performance on cognitive problems--specifically, conservation. (ST)

Children, 24-36 months old, were studied in an effort to examine the influence of cognitive development on the nature of information extracted from stimuli and coded into memory. (ST)