The effects of delay of information feedback interval (0 or 7 seconds), postinformation feedback interval (1, 8, or 15 seconds), difficulty (one or three variable irrelevant dimensions), and presence or absence of a tractor in the postinformation feedback interval were investigated with 240 junior high school children in a modified…

Data from a developmental task administered to children in grades 1, 3, 4, 5, and 6 were interpreted as evidence that memorization is not an isolated skill but, rather, one of many manifestations of an individual's characteristic age-related approach to problems. (Author/WY)

Results of an experiment investigating the effects of laterality, movement, and language on 160 first grade children's ability to conserve multiple-space relations seem to be consistent with neurophysiological evidence attesting to the asymmetrical functioning of the cerebral hemispheres. (Author/WY)

In general, this cross-sectional validation study supports Inhelder and Piaget's claims about the development of concepts of volume and density more easily than younger subjects. (Author/WY)

Previously tested 5th and 6th graders in the two-year follow-up sample continued to respond associatively on the Children's Associative Responding Test, indicating stability in response patterns. Test-retest reliability of the number of errors was high. (Author/WY)

In this study involving 32 first graders, results indicated that imitative learning was accomplished and translated into action by a two-step process of informational analysis involving abstraction and subsequent inference. (Author/WY)

The role of stimulus preference and various subject and task variables in the solution of matrix-completion problems were examined using children at 4 and 6 years of age. Age, the number of stimulus categories, the type of drawing, and the specific matrix stimulus categories taken individually and in combination were found to have significant…

The present findings suggest that never" as a response and very often" as a response are mediated by different underlying processes, at least between the ages of 8 and 17. (Author/WY)

The data reported in this small study confirm previous research indicating that early stimulation, though initially affecting human behavior, has little permanent effect upon later functioning. (Author/WY)

Preference judgments made by 20 males and 20 females (grades K-4) about the incentive value of 10 objects (i.e. bubble gum, Chiclet, candy corn, dried lima bean) helped determine relative and absolute scales for use of these objects as rewards. The assumption that the same object is equally rewarding at different age levels may be unwarranted.…