The concepts of quantitative and structural change are considered from a multivariate perspective. A hybrid of these two types of change, quantistructural change, is described. (CS)

Study findings are organized around five topics: role models, mother's emotional state, child-rearing practices, maternal supervision, emotional, and possibly, cognitive deprivation of child. (CS)

In this review, it is suggested that language influences the young child's thinking and behavior at an age earlier than commonly reported. Three areas are discussed: concept formation, communication, and problem solving. (CS)

Mothers of adolescents were interviewed about their beliefs about society and morality and about their child-rearing practices; adolescents responded to a questionnaire about their own behavior. Results indicated that the more traditional the mother's ideology, the less the adolescent's involvement in problem behavior. (CS)

Ten-month-old infants in an unfamiliar environment with their mothers were left free to approach and touch a distant, unfamiliar object-a person or a toy. Results suggest that looking at persons constitutes exploratory behavior whereas touching and manipulating served this function with inanimate objects. (CS)

The effects of modeling and corrective feedback on the conservation of equalities and inequalities were studied. Both training methods were successful in teaching children to conserve. Trained children were also capable of generalizing their learning to new conservation tasks. (CS)

A study to determine effectiveness of neonatal electroencephalographic measurements of visual evoked responses for predicting total and sub test IQ scores at age 7. These variables did not predict IQ at 7 years. (CS)

Kindergarteners, first, third, and fifth graders were statistically indistinguishable in their recall of short stories containing either full passive or truncated passive target sentences. (CS)

Conceptual problems relating to the definition of social competency in young children are reviewed. Twenty nine competency statements are given, and implications for measurement, research, and policy relating to young children are also discussed. (CS)

First and fifth graders worked together with a fictitious partner to earn a joint reward of 10 cents. Work inputs were equal, but shares of reward were either given intentionally or by chance. Age differences were found in the ability to verbally discriminate intentionality from chance. (CS)

Exploratory and play behavior were studied in young children using three dimensional random polygon objects. (ST)

Two different samples of college students were tested before and after college entrance for changes in attitudes toward authority. Differences were found between the sexes and between students living at home and on campus. (ST)

Developmental and cultural factors in the use of imagery in learning and retaining specific paired associate tasks were studied in Anglo and Spanish American children. (ST)

Results of several studies of children's definitions of the words "big" and "tall" and "high" are discussed. (ST)