The findings of this study indicated that induced imagery facilitated correct shape reproduction in 8-year-olds better than induced verbalization. (JMB)

This study examined the responses of kindergarten, first, third, and fourth grade girls to examples of good and bad behaviors followed either by good or bad outcomes. The results indicated that good behavior did not affect judgments of outcome but that a good outcome raised judgments of bad behavior. (JMB)

This article deals with methodological issues involved in conducting longitudinal research on the effects of aging. (JMB)

The results of this study indicated that 4- and 5-year-old children are able to engage in veridical conceptual perspective taking. Furthermore, it was concluded that the ability to make a correct inference develops somewhat earlier than the ability to justify that inference. (JMB)

The results of this study indicate that age differences in the recall of high frequency word lists are not related to the total presentation time of the lists but appear to be affected by differences in retrieval processes as a function of age. (JMB)

The data from this study indicate that black junior high school students, particularly females, engage in more interpersonal touching in queus than white students, but that their rate of touching is much less than that observed in younger children. (JMB)

Normal infants were administered the Bayley Scales of Infant Development at 6 months and the Stanford-Binet Intelligence Scale at 3 years. At 6 months the quality of stimulation found in the early environment was measured. Results indicate that home environment may contribute to instability of performance on infant tests. (GO)

The relationships between perception and conservation of length were investigated in a developmental comparison of judgments of length made by 5-year-olds, 8-year-olds and adults. (GO)

Studied the relationship between the intense, high energy behavior of 62 preschool children and differences in cognitive style and related social behavior of the same children 5 years later. (GO)

Investigated developmental trends in organization and free recall as they interact with spatial representation and blocking. Subjects were 695 children in grades 4, 6 and 8. Task factors appeared to interact with developmental trends in both organization and free recall. (GO)

Noun pairs were learned by younger and older adults. Anticipation and presentation intervals were manipulated, and there were no-imagery, experimenter-provided imagery, and self-generated imagery instructions. Older subjects generated and used imagery with the same facility as younger subjects, although retrieval time was longer. (GO)

Investigated the development and fragmentation of categories over chronological and mental age without the requisite of free recall. Kindergarten, fourth grade, ninth grade and retarded students labeled and categorized chromatic slides of picturable objects. (GO)

Examined how third and fifth grade students who are poor communicators differ from those who are good communicators. Poor communicators were less effective on a self communication task than good communicators, and they did not engage in comparison activity even for their own private understanding. (GO)