Results are discussed in terms of why children of the same age fail to conserve number in the standard conservation task and how complex number concepts might develop. (Author)

Findings are interpreted in terms of search strategy and memory. (Authors)

Performance demonstrated that the conceptual style and cognitive tempo of the model changed the styles and tempos of the Ss and that these effects generalized to independent tasks. (Author)

Comparison between relational concepts and word definitions coincided with lower levels of thinking, and abstract definitions with the highest level. (Author)

Results indicated that the normal achievers learned more effectively under person and performance reinforcement than under tangible reinforcement, whereas the reverse was true for low achievers. (Author)

Results are interpreted in terms of role theory and sibling rivalry, and have application for school practice. (Author)

Results are discussed in terms of possible perceptual and mnemonic devices used for recall. (Authors)

Lower-class children required significantly more training task repetitions to learn a conservation task than did middle-class children. (Authors)

Study was an attempt to explain the observed difference associated with sentence type in the performance of children and the absence of a similar difference in the performance of college students. (Author)

It was concluded that the scaled preference values have high face validity and that they suggest the need for reexamination of some previous experimental results. (Author)

Role-taking, a prototypical social-cognitive skill, is the ability to view the world (including the self) from another's perspective. (Author/MB)

Results indicate that the parents of non-delinquents can be clearly differentiated from parents of delinquents in terms of displaying a higher activity level, less rejection, higher parental adjustment, lower consistency of controls, but higher consistency of feelings. (Author)

Implications are that increasing a child's ability to think in terms of alternative solutions to real-life problems could supplement a primary preventive mental health program. (Authors)

The logical extension of results may be valuable in adding to our understanding of the variety of phenomena involving mediational processes, such as transposition, reversal and nonreversal shifts, imagery, concept formation, word meaning, and the effectiveness of verbal stimuli in discrimination and generalization. (Authors)

Findings are discussed in the light of social-learning theory. (Authors)