Personality structure, as measured by the Preschool Personality Questionnaire, was studied in preschool children. Two studies are reported which discuss factor analysis, including the ability factors of the PSPQ. (ST)

The effects of magnitude of victim's pain cues, the subject's characteristic lead of aggressiveness, and the level of prior anger arousal on aggressive behavior was studied in the elementary school boys. (ST)

The dependence of immediate, short-term and long-term reproductive memory on operative understanding was studied in elementary school students. Results are interpreted in terms of Piaget's theory. (ST)

Forgetting, as defined by Piaget as Stage IV error, was studied in infants. Results partially support Piaget's hypothesis. (ST)

Data representing two styples of approach to the logical abilities of young children are analyzed. The result of this analysis is contrary to popular interpretations of Piaget's views concerning the logical abilities of young children. (ST)

The capacity to appreciate and produce metaphoric language was studied in 3 1/2 - 19-year olds. It was found that children could understand some metaphors, and there was improvement with age. (ST)

A study of the development of elementary school children's appreciation of riddles was conducted within the framework of the incongruity and resolution theory of humor. (ST)

Low-birth-weight infants, who received extra stimulation showed improved development through six months of age. (ST)

Longitudinal study of patterns of gross motor development in congenitally blind infants indicated that neuromuscular maturation and postural achievements were similar to those of sighted infants, but that self-initiated mobility and locomotion were delayed. (ST)

This study investigated the hypothesis that as children become older they are increasingly likely to make efficient use of accessible retrieval cues. Results confirmed the hypothesis. (ST)

The use of category organization in free recall was studied in elementary school students. Trained subjects showed higher recall. Several indices of organization were compared and evaluated. (ST)

A component analysis was used to assess the performance of 6-,9-, and 12 year-old children who heard a 36-word list and tried to recall it on two successive trials. (ST)

Elementary school children played a game labeled either sex-appropriate, sex-neutral or sex-inappropriate game. Measures of performance and attractiveness of the game were obtained. Sex differences were noted. (ST)