Two models of intertask relations, Wohlwill's divergent-decalage and reciprocal-interaction patterns, were evaluated for their fit to cross-classification tables which showed the joint classification of 101 children's performance on all possible pairs of eight concrete operational tasks. (SB)

A total of 180 6-, 8-, and 10-year-old children participated in tasks employing an object array in which the views from the experimental positions were objectively of equal difficulty. (SB)

Visual, name and conceptual encoding of pictures were studied using a recognition memory task in which 4-, 8-, and 16-year-olds quickly decided whether or not pictures were identical to remembered study pictures. (SB)

Two studies explored the hypothesis that young children perceive integrally some stimuli that older children perceive separably. In both experiments, kindergarten, second- and fifth-grade children were required to classify sets of stimuli that varied in size and brightness. (SB)

In order to investigate the hypothesis that autistic children tend to learn new discriminations by responding to only a restricted number of available cues, this study assessed the feasibility of teaching autistic children to respond to multiple cues. (SB)

This experiment assessed the reinforcing properties of sensory stimulation for autistic children using three different types of sensory stimulation: music, visual flickering, and visual movement. (SB)

The ability of 5-month-old infants to process relational information was assessed by means of a habituation-dishabituation paradigm with cardiac deceleration as the response measure. (SB)

In a task in which 4- and 7-year-old children were asked to select a photograph depicting the visual perspective of a puppet which was placed at various locations around a dollhouse, three types of errors were examined in relation to the shielded vs. nonshielded condition, age, and type of vantage point. (SB)

In this study, hypothesis probe techniques were used to provide trial-to-trial monitoring of second and third grade children's use of feedback. (SB)

This experiment examines extended learning over a 4-day period in infants exposed to responsive and unresponsive wooden mobiles. Frequency of kicks and attention to the mobile increased over the first three days and was found to vary with the introduction of a novel mobile on day four. (GO)

The effect of fixed, gradually decreasing, or increasing delay of reward in discrimination learning on later delay of gratification was investigated in 150 male first-grade children. Increasing delays were found to facilitate delay behavior. This may be due to acquisition of coping responses or to the extinction of frustration. (GO)

This study indicates that impulsive children inhibit expressive behavior less than reflective children in the presence of a nonverbal inhibitory cue, and provides support for the construct validity of the Matching Familiar Figures Test of reflectivity/impulsivity. (GO)

This study examines the role of verbal labels in picture recognition by 5-year-olds and adults to find out if recognition accuracy and time of recognition choice is influenced by the use of labels. (GO)

A total of 20 neonates were presented with mild intensity blue or blue-green light during presentation of habituation and dishabituation stimuli. Orienting and defensive responses were measured by monitoring heart rate deceleration. (GO)