In testing conservation of number in preschool children using both equality and inequality; 3- and 4-year-olds tended to use an acquiescence response set while 5- and 6-year-olds responded in terms of relative length. (ST)

First graders, pretested on conservation tasks, were assigned to groups consisting of one conserver and one nonconserver. Groups then had to give a joint response. Nonconservers yielded more often to conservers. Subsequent tests indicated nonconservers improved on the tasks. (ST)

Ordinality of three subtests of a sensory-motor series was evaluated in a longitudinal study of infants. Results indicated that scalability can be affected by the responses of infants at different developmental ages. (ST)

Conservation in congenitally blind, blindfolded and sighted elementary school students indicated the order of acquisition of various types of conservation was constant. (ST)

Kindergarten children were tested on Kershner's spatial model, two WISC performance tests, and two Piagetian tasks. Results validated Kershner's work but not his claims that his test measures conservation or dimensional concepts. (ST)

Short-term memory in 7- and 11-year-old children was studied under two conditions: study period and distraction. Older children did better than younger children on study conditions and about the same on distraction condition. (ST)

Class-inclusion in first grade children was studied by using part-whole comparisons of families of stimuli (e.g., dogs). Results indicated that it was easier to make part-whole comparisons for the family relation than for the class-inclusion relation. (ST)

Measures of visual information processing in dyslexic and normal children were compared. Significant differences were found between dyslexics and normals at early stages of visual information processing. (ST)

Studied the relationship between auditory ability and oral form discrimination in children with varying degrees of speech and language development. Results lend support to motor theory of speech perception. (ST)

The game of "Simon Says" was played individually with preschool and elementary school students. Errors decreased significantly with grade. (ST)

Activity-level and childrearing questionnaires were administered to parents of 43 nursery school children. Results were interpreted as consistent with a heritable component to activity level. (ST)

Negative attitudes toward black students found in earlier studies was not replicated here. (ST)

Japanese and American children participated in a free word association experiment. Results indicated that culture was influential in the formation of language. (ST)

Discusses the history of developmental psychopathology and indicates reasons the discipline emerged as a separate area of study during the last decade. (RH)

Describes recent attempts to integrate developmental perspectives in research involving infant and child psychopathology. Definitions are offered, and various methods to foster the growth of developmental psychopathology are presented. (Author/RH)