In a study of attachment behavior 10-month-old infants were observed under three conditions: with the mother, with an adult female stranger, and when both were present. Infants directed more social responses to the mother, but the stranger evoked more exploration behavior than distress. (ST)

Observationally induced concept acquisition and generalization were studies in 132 second graders, using a clustering task. Groups were provided with a live or target model and different types of verbal coding. (ST)

A study of 287 kindergartners, who were retested in second grade, indicated that two major factor dimensions jointly account for much of the social-emotional behavior of children and are relatively stable personality dimensions. (ST)

This study assessed the ability of children ages 6-15 to detect various types of linguistic ambiguity. Results indicated a linear relationship with age. (ST)

The study investigated the communicative effectiveness of word order in preschoolers' comprehension of meaning using simple questions and commands in an at-home play context. (ST)

Semantic and cognitive factors governing passive-voice comprehension were studied in kindergarten, first-, and second-grade children. (ST)

Preschool children judged the larger of pairs of stimuli. Three-year olds responded with above-chance accuracy, while 4- and 5-year olds defined "big" as "tall." (ST)

Preschool children tended to give better performers a higher reward rather than dividing equally. This tendency was stronger in boys, unless the children believed a female adult would judge the appropriateness of the distribution of reward. (ST)

The relation between type of label and perception of faces was assessed in second- and sixth-grade children. Labels associated with color increased color perception, whereas labels based on expressiveness increased differentiation of expression variations, but not color perception. (ST)

Examined the phenomenon by self-rejection in black children using a game-like situation with either a black or a white child as a partner. No consistent results were found to support previous findings of black self-rejection. (ST)

Fifth grade boys were given a quantitative estimations task while their cardiac responses were being recorded. Data generally demonstrated the usefulness of using cardiac indices for studying test behavior and anxiety in children. (ST)

Infants in a day care center were studied until age 36 months and tested periodically with the Bayley Scales, the Stanford-Binet, and the ITPA. Predictions of I.Q. were fulfilled much better than in previous studies and a constant environment was suggested as a contributing factor. (ST)

Examined the nature of teacher responses to preschoolers' problem and preacademic behavior as a function of sex. Teachers generally responded more frequently to boys. (ST)

Fourth and fifth grade girls observed a reward, punishment, or neutral outcome to a game played by a person who chose to or was forced to play. Children, who observed the punished model, appreciated her lack of deservingness. Results were interpreted in terms of the just-world hypothesis. (ST)