Experiment 1 compared 6- and 8-year-old boys in inter- and intramodal matching of fast or slow spatiotemporal patterns with long or short interpattern intervals. Experiment 2 made the same comparisons for 7- and 9-year-old boys using temporal patterns. (Author/JMB)

Two studies examined recognition memory for pictures in elementary school children and adults. Photographs were used which showed either single objects or multi-object scenes and distractors which differed from targets in that an element had been added, an original element moved, or the vantage point changed. (Author/JMB)

Data from three studies with elementary and junior high school students are presented in support of the contention that facility in concrete operations is necessary and sufficient for competence in the simple syllogistic forms, while formal operations are required when dealing with conditional statements in certain more complex contexts.…

Kindergarten and third grade subjects were timed while they verified sentences that paired animal names and properties varying in saliency and type of meaning. Results showed kindergarteners to be as adept as third graders in retrieving functional meaning that was highly salient and dynamic. (Author/JMB)

University students' understanding of the laws of matter conservation, weight conservation, gravity and the functioning of levers were examined before, during, and after a traditional weight conservation task in which a surreptitious deception caused the pan balance scale not to balance. (Author/JMB)

This study examined mental age differences in the ability of educable retarded children to predict their recognition accuracy when recall failed. Results are discussed in terms of the complexity of the metamemory judgment required. (Author/JMB)

Results of an experiment with 6-month-old infants showed that response-independent auditory-visual reinforcement can elicit learned responses and that action-consequence learning in infants may consist of a combination of elicitation and conditioning. (Author/JMB)

Two studies analyzed the complexity of structural organization in stories told spontaneously by 220 children ranging from 3 to 12 years of age. Results indicated that structural complexity increases with chronological age. (Author/JMB)

This study compared the smiling behavior of 76 infants during a regular day to their smiling during a brief elicitation by the mother and investigated the extent to which a mother is able to intentionally elicit smiling or vocalization. (Author/JMB)

Two studies with first- and fifth-grade children in two learning tasks showed that preoperational children did not necessarily learn responses followed by a stimulus object previously instrumental in obtaining a reward, while postoperational subjects did. (Author/JMB)

Mothers of 20 infants ranging in age from 14 to 16 months were asked to predict their infants' preferences within sets of toys varying in a single attribute. Their accuracy was checked by observing the infants at play. (Author/JMB)

Morphological and orthographic spelling-pattern abstraction was studied by administering multiple-choice tests; one of nonsense words, one of real words, and a dictation test of nonsense words to 20 good and 20 poor spellers at each grade level from two to five. (Author/JMB)