Explored differential effects of home strategy training on 184 German and 161 American second-graders. German children were more strategic than American children. Differences were paralleled by strategy instruction in the home. Children's metacognition was significantly correlated with parents' strategy instruction. (RJC)

Examined the contributions of 4 individual difference predictors for recall of object names in 93 children of 3 and 4 years. Results suggest that motivational factors contribute directly to young children's recall proficiency and do not mediate strategic study behavior. (RJC)

Explored age-related memory differences for performed action events of varying familiarity in 50 adults aged 18-31 and 50 adults aged 55-84. Type of encoding and item familiarity influenced immediate and delayed free recall in both age groups. (RJC)

Examined the ability of 85 children of 6, 8, and 11 years to reason deductively with content for which practical knowledge is irrelevant. The emergence of a clear developmental pattern showed that children's ability to differentiate responses to logical and illogical syllogisms improves over this age period. (RJC)

Observed 28 toddlers' reactions to an adult's programed play overtures. Coordinated responses and alternative overtures increased with age. Words were increasingly used to regulate activity between toddler and adult. (RJC)

Describes a computer program that simulates the emergence of affiliation networks in preschool groups and examines theoretical issues raised by the model. The simulation implies that triadic interactions are not essential in the formation of affiliative structures and that polyadic friendship groupings can be understood as sets of dyadic…

Examined attributions and responses of 37 aggressive and 37 nonaggressive third- and fifth-grade boys to ambiguously intended actions of friends and nonfriends. Aggressive subjects attributed more hostile intent than nonaggressive subjects when the objectionable action was directed at them but not when the action was directed at others. (RJC)

Investigated interpersonal understanding in friendship reasoning of 97 children at ages 9, 12, and 15 years. Results support theories of the cumulative nature of the development of friendship reasoning. (RJC)

Examines peer group perceptions of 312 students in grades 5-12. Early and middle adolescents placed more value on being in a popular group; perceived more conformity, antagonism, and leadership in their groups; and reported more antagonistic interactions with those outside their groups than did preadolescents and late adolescents. (RJC)

Tested 2 models of the effect of social cognition on the link between child adjustment and the 2 family risk factors of maltreatment and parental psychopathology. In 83 subjects of 7-14 years, maltreatment predicted aggression and peer rejection, but parental psychopathology did not. Adjustment of subjects with a disturbed parent depended on…

This study of 60 male adolescents showed that assaultive offenders' family relations evidenced rigidity and low cohesion and peer relations evidenced aggression. Sex offenders and their mothers reported neurotic symptoms. Peer relations of sex offenders showed low levels of emotional bonding. (RJC)

Results indicated that habituated 20-week-olds showed evidence of color constancy, but habituated 9-week-olds did not. The younger subjects responded with increased attention to simulated changes either of the illuminant or of surface reflectance, whereas older subjects responded with increased attention only to simulated changes of surface…

In three studies, infants reached for objects as distinct units when the objects moved separately or were separated in space. Otherwise, infants reached for objects as one unit. In one study, patterns of dishabituation provided further evidence that separated or separately moving objects were perceived as distinct units. (RH)

Two experiments provide clear evidence that children as young as 16 months include temporal order information in their representations of both familiar and novel events, and that the causal structure of novel events influences the recall of these children. (RH)

Two studies tested three- and five-year-old children's ability to use multiple-referent and inclusion strategies to interpret new words. In both studies, children interpreted labels for single objects at the basic level. The multiple-referent and inclusion strategies led children to interpret novel words at the superordinate level. (RH)