This study describes differences in the quantity and style of female preschool teachers' dyadic verbal interaction with the girls and boys in their classes. Sixteen hours of the spontaneous speech of 4 female teachers and 38 girls and boys were tape recorded in two classroom situations, then transcribed and analyzed. (Author/CS)

Children from grades 1, 3, and 5 were exposed (in pairs) to a series of slides accompanied by descriptive statements, and invited to ask questions. Questions were answered for 1 subject in each pair. A clear reinforcing effect of providing answers to children's questions was found. (Author/CS)

Dutch boys, 8 and 12 years old, read brief stories about a harm-doer whose intentions were either good or bad and whose actions resulted in either minor or serious injury to a victim. The older boys' but not the younger boys, differentiated naughtiness on the basis of provocation and intentions. (Author/CS)

Selective attention was assessed in second, fourth, and sixth grade reflective and impulsive children with an incidental learning task. By the sixth grade, reflective children displayed less incidental learning and greater central learning but impulsive children did not appear to attend selectively. (Author/CS)

This study was designed to determine whether observed reward serves as a cue for matching. A total of 32 high- and low-dependent children observed a model perform a discrimination task and then played with the displayed materials. The results suggest that observed reward served as a cue for matching, facilitating selective attention in the…

Effects of observing differentially generous models, instructional constraint, and age on private and public charitability were assessed with 192 fourth and fifth grade girls, who engaged in a concept formation task which provided them with money. Implications for social learning theory and for moral development are discussed. (Author/CS)

An observational method was used to investigate the effects of race, socioeconomic status, and the child's sex on maternal interactive behavior. Both free-play and command periods were used. Of the three independent variables, socioeconomic status proved to be the most significant in determining the nature of maternal behavior. (Author/CS)

This study was designed to determine whether modifying the task characteristics of the Stage 6 sensorimotor means-end problem (by introducing additional visual cues) aided task solution in children. Subjects were 80 children, ages 20-33 months. (CS)

This study tested Salk's hypothesis that the human fetus is prenatally imprinted to the repetitive intermittent sound of the maternal heartbeat. The prediction that neonates would quiet most to their own mother's heart rate compared with the unfamiliar heart rate was not supported. (Author/CS)

The effects of posture on the visual behavior of 15 3-day-old healthy, black, newborn infants were assessed. Findings suggest that the vestibular, proprioceptive, and contact stimulation provided by the on-shoulder position affects the newborn's ability to follow and process visual stimuli. (Author/CS)

This study is an initial investigation of the effects of a fading procedure upon acquisition and transfer of discrimination learning with children younger than 36 months of age. (CS)

Variations of the screening method developed by Piaget and Frank made it possible to systematically vary the number and type of perceptual cues in the conservation of liquid quantity task. Results of testing 192 kindergarten and first graders suggest that the development of conservation involves several levels, beginning with a concept which can…

The encoding processes of poor and average readers were compared in a short-term memory task. Since poor readers have difficulty in integrating audiovisual input, it was hypothesized that this pattern may be due to inadequate acoustic encoding. The results did not support the hypothesis. (Author/CS)

Children from kindergarten, second, and fifth grade were verbally presented a passage containing an equal number of idea units which were relevant versus irrelevant to the main theme of a story. For all grade levels, relevant idea units were recalled to a greater extent than idea units irrelevant to the main theme. (CS)