Reports on a portion of a long-term investigation carried out to determine the prognostic significance of newborn behavioral assessments for later development and behavior, in terms of identifying a subpopulation which would be a high risk group. (Author/SDH)

Uses the transposition paradigm to compare the influence of the adjectives "same" and "different" on the test choice of 5- and 9-year-old children. (Author/SDH)

Explores the variable of social distance between teacher and learner by observing the pattern of interaction between Anglo- and Mexican-American mothers and their own preschool sons, boys from a similar background, and boys from a different ethnic and social class background. (Author/SDH)

Argues that more attention should be given to the specification of the independent and dependent variables which describe, explain and predict intraindividual stability and change over time. Statistical techniques for such study are briefly discussed. (Author/SDH)

Examines whether the use of weight or linear array comparisons provide a contextual cue which facilitates the comprehension of the comparative terms "more" and "less". (Author/ED)

Solitary play in six kindergarten children was observed and coded for frequency and type in order to resolve iscrepancies in a Sex Birth Order interaction. Several facts concerning solitary play as indicative of independence and maturity are noted. (Author/ED)

Uses a time sequential design to investigate the impact of age and time of measurement on personal time perspective in adulthood. (Author/SDH)

Tests the hypothesis that strong approval motivation is developmentally lower than weaker approval motivation, since the high-approval-motivated individual is more dependent on the external world than on internal cues and norms. (Author/ED)

Examines incidental learning in 8-, 11-, and 14-year-old children with the central and incidental pictorial stimuli (a) presented as separate entities, (b) depicted together in a weak or strong action relation, or (c) depicted together in a static relation. (Author/ED)

Replicates earlier studies and shows that children's ability to process syntactically well-formed sentences increases over the early school years. (Author/ED)

Empirically describes the relative development of perceptual and conceptual understanding of left-right, back-front, up-down projective relationships between objects and provides a heuristic model of the cognitive processes involved in coordination of perspectives tasks. (Author/ED)