The ability of 4th, 6th, and 8th graders to use structures inherent in a list of permuted symbols, defined in terms of Piagetian theory, was investigated. Age differences were noted. Results supported the theoretical notion that environmental event structure facilitates learning. (ST)

The literature on observer characteristics and imitation was reviewed in an attempt to delineate the role of these variables in the imitative process. (ST)

In a worldwide study of 39 societies it was found that birth of a first child was more likely to raise status of parents and stabilize marriage than births of subsequent children. (ST)

Elementary school children and adults gave preference responses to all paired comparisons of red, blue, and green Munsell paper squares. Frequency of intransitive response patterns decreased with age. (ST)

A conflict procedure in which reliance on adult values was opposed to reliance on damage as a measure of blame was found to facilitate second-grade children's use of intention in making moral judgments of story pairs. (ST)

A general developmental model for interindividual differences, intraindividual differences, and intraindividual changes is described in terms of individuals, variables, and occasions. (ST)

The onset and development of separation protest of 9 to 24-month-old infants was studied in a non-Western culture. Relationships between separation protest and object permanence were also explored. (ST)

False recognition errors in elementary school children were studied using word association tasks. Data obtained validated the developmental changes in the dominant dimensions of associative organization. (ST)

Preschoolers and second graders observed a model choose his "favorites" in a series of common object trios and were then asked to recall the model's choices. Results indicated that children's level of attention influences their level of learning in an observational setting. (ST)

The solution of relational size problems was facilitated when children were told to find the smallest member of the series. Children who could not do so could not solve the problem. (ST)

The effects of extent and kind of external control during training on later resistance to temptation were examined in preschool children. Boys transgressed significantly more quickly than girls. (ST)

Elementary school children were tested individually on their learning of mathematics and on Piagetian tests of concrete operations. Younger children were found to be inferior to older children in their success on learning tasks. (ST)