Children in grades 1, 3, and 5 and college students were given a variety of judgment tasks contrasting the comparison of quantity with the comparison of proportions to determine whether the understanding of proportions develops before formal operations. Results indicated that the comprehension of abstract relations requires formal operations.…

An investigation of Piaget's theory of object concept development through a series of six tasks administered in a combined longitudinal/cross-sectional design (which incorporated a number of methodological controls). Subjects were 36 infants who received the six tasks during each of three testing sessions over a 6-month period. (Author/ED)

Presents four studies which examined the ability of kindergarten and second-grade children to regenerate the order of events expressed in narrative sequences using recognition, reconstruction, and recall as the response modes. (Author/ED)

Presents three experiments which investigated: (1) the nature of the processes by which preschool and kindergarten children estimate small numbers; and (2) the generality of the number-relevant versus number-irrelevant categorization scheme in the child's operative thinking about small numbers. (Author/ED)

Three key predictions of Piaget's groupement model of middle childhood cognition were examined in the speed and time concept areas with a total of 93 children in grades 1, 2, and 3. (ED)

This study was designed to determine the extent to which (speech) motor timing control, as defined by a statistical model, improves in consistency with age and the degree to which peripheral feedback is used by children to maintain this consistency. Clinical applications and possible genetic implications are discussed. (Author/ED)

Nine tasks were designed to test the developmental sequence of three types of "because" (affective, physical, concrete logical) in 100 children aged 3 to 7 years. The tasks tested whether comprehension of "because" preceded its usage and at what point children understood that sentences with reversed clauses were incorrect. (Author/ED)

Presents a study which assessed preschool children's understanding of "front,""back," and "side" through a variety of tasks. A developmental sequence is defined. (ED)

Aggressive behaviors were incident sampled in 5 nursery schools, 5 play groups, and 5 day nurseries in England, and the results compared to those of American studies. Boys had a greater probability of being involved in aggressive incidents than girls. There was no consistent evidence that adults intervened differentially in boy-boy, boy-girl, and…

Recognition memory performances of preschool children were compared in nine combinations of visual-only, verbal-only, and combined visual-verbal presentation test conditions. Subjects generally performed at a high level of correct responding. Verbal-only presentation resulted in less correct recognition than did either visual-only or combined…

This study investigated whether (a) awareness of sex typing in literature exists in preschool children; (b) children express sex role character preferences; and (c) their recall was affected by reversed sex roles. (ED)

Human neonates selectively fixated patterns with curved rather than straight contours when the outermost contours differed in this form variable and when quantitative variables were controlled. Data indicated the presence from birth of a discrimination ability basic to later form perception. (Author/ED)

An investigation of 4-month-old children's attention responses to pattern dimensions and orientations by comparing the duration of an infant's fixation to changes in the orientation and structural arrangement of a previously exposed pattern. (ED)

Bruner's (1973) review of infant skill development is updated and extended by (a) placing it in the context of recent motor learning research; (b) discussing the concept of efference in its most recent conceptualization; and (c) explicating certain implicit themes relevant to a theory of infant motor intelligence. (ED)