Subjects in grades 2, 6, and college were asked to sort 50 pictures according to several class labels, each with a functional equivalent. (ST)

Children, aged 4-8 were given 2-term relational problems to test the hypothesis that only older children can process sentences as propositions and realize their logical implications. Results indicated even the youngest children could perform the task. (ST)

Differences in language proficiency between social classes and races were studied to determine the effect of familiarity of the testing situation. Results showed no natural setting language differences. (ST)

The stimulus suffix paradigm was employed to evaluate whether attributes of the precategorical acoustic storage system in children undergo significant changes with age. (ST)

The present study was designed to identify sources of information in the human face and to determine how this information is processed by young children in solving problems. (ST)

The development of the ability to associate numerals with sets of appropriate size was studied in children, ages 4 to 5-1/2. (ST)

Pictorial depth perception of Tanzanian children was investigated using two versions of Hudson's pictures test. Revised version test scores were higher for all children. (ST)

The relative effectiveness of positive and negative adult preference statements in controlling children's behavior was studied. Results indicated that the adult's antecedent negative comments exerted greater control over the children than did the positive comments. (ST)

The effects of open and traditional classrooms on creative expression were investigated using 60 children randomly drawn from grades 1, 4, and 8 from two different school systems. (ST)

It was hypothisized that socialization within an achievement-oriented culture would encourage children to adjust the amount of self reward according to length and difficulty of a task. Task length but not difficulty was found to influence a self reward in second grade children. (ST)

The theoretical relations between regression and progression in developmental stage theories are discussed. A detailed analysis of stage transition in adolescent moral judgments is presented. (ST)

This experiment tested whether children rely (relatively more than adults) on sensory imagery as the internal representation of sentences in memory. Age differences were found. (ST)