Groups of middle-aged and elderly women were compared on problem solving behavior. Results indicated a decline in the use of classification skills among the elderly and an inability to use constraint-seeking questions. (ST)

Preliminary report of a longitudinal study. (ST)

The visual imagery of kindergarten, third, and sixth graders was tested via a continuous visual recognition test in which subjects were to identify repeated pictures of familiar and nonsense objects. (Editor)

Second-, fourth-, and sixth-grade children were tested on a multiple-classification task to investigate the relationship between age and observational learning. (Editor)

Social learning theory assertions of a relationship between self-esteem status and rates of self-reinforcement were examined under differing conditions of task ambiguity in a sample of seventh-grade males and females (N=90). (Editor)

A sixty-four-item parent-report Games Inventory was constructed to measure play patterns in normal and gender-deviant boys. (Editor)

In this paper, the relation between heritability and sources of group differences is analyzed in terms meaningful to the nonmathematician. (Author)

The implications of Piaget's theory of play were discussed in conjection with Wallach and Kogan's associative theory of creativity. (Editor)

Fifth- and eleventh-grade males and females who knew each other ( knowers'') judged classmates' photographs on physical attractiveness, perceived attitude similarity, and interpersonal attraction. Nonknowers'' (male and female classmates in different schools in the same grades) judged the same photographs on physical attractiveness. (Editor)

This paper (a) describes the rationale and development of the Stephens-Delys Reinforcement Contingency Interview method for assessing locus of control expectancies in children as young as preschool age and (b) summarizes results of subsequent studies bearing on reliability, validity, and problems of the method. (Author/RK)

Sixty children with mean age 5.10 years were studied. Each member of two groups of 20 nonconservers was given a different kind of verbal rule instruction that was focused on the conservation of discontinuous and continuous quantity. (Editor)

Elementary school children were exposed to a series of modeled, tape-recorded sentences; those containing nongrammatical prepositional constructions were always vicariously rewarded, while the remaining, grammatically correct, background sentences were not. (Editor)

Ten- and 11-year-old boys and girls were taught to solve Inhelder and Piaget's pendulum problem and the results of the experiment replicated their expectation that unaided 10- and 11-year-olds do not often solve the pendulum problem. (Editor/RK)

A series of social interaction situations representing the four emotions of happy, afraid, sad, and angry were administered to 288 American children and 288 Chinese children. (Editor)

In this study, children's ability to educe information which was not present in individual sentences was measured. (Editor)