Results did not support previous work suggesting large amounts of communication failure in the spontaneous talk of 4-year-old children. (Author)

Channel properties of the deaf children's gesture language are discussed in the light of their communicative behavior. (Author)

Results show that there is a marked tendency for Blackfoot children to cooperate with each other when it is adaptive to do so and seem better able to inhibit competitive responses than non-Indian children. (Authors/MB)

Findings of this experiment demonstrate the interdependence of reasoning and action in the development of morality. (Authors)

Study is concerned with the commonalities between the development of skill and the development of problem solving. (Authors)

Study concerned with the mechanisms in terms of which the developmental transformation from one cognitive structure to another occurs. (Author)

The variable opportunities for the use and development of language" was the best predictor of verbal ability for the pooled sample, with it accounting for 51 percent of the variance. (Author/MB)

Two major implications of this study are that repeated testing is a necessity for young children, and that repeated contrasts may provide a more accurate assessment of phonological discrimination ability in children. (Authors/MB)

Differences in the recall of printed language patterns were explored with 156 Negro and Caucasian low-socioeconomic-status children. (Author)

Study demonstrates that children, like adults, do have lower tachistoscopic recognition thresholds for good than for bad words. (Authors)

Research combined an experimental analysis of the cue properties of evaluative comments with a naturalistic account of the functions that such events serve in everyday interchanges. (Authors)

Two concept-formation experiments were conducted with groups of American and Liberian Ss differing in age and educational background. (Authors)

Results lend support to the notion that children at different ages are differentially responsive to various conceptual-strategy models. (Author)

Second, fourth, and sixth graders were trained under conditions of Constrained and Cued recall on a list of randomly ordered nouns comprising 4 categories of things. (Authors)

Results revealed that (1) relevant verbal experience facilitated learning only for preschoolers, (2) irrelevant verbal experience did not interfere with learning, and (3) visual highlighting exerted no significant effects. (Author/MB)