The possibility that regularly broadcast entertainment television programs can facilitate prosocial behavior in children was investigated. First graders exposed to prosocial altruistic episodes demonstrated more helping behaviors in a real-life context than control children did. (GO)

This study examined how well subjects of different ages were able to ignore the presence of irrelevant stimulus information. The speed of classification of 6-, 9- and 12-year-olds and adults was measured. Significant effects of age, sex, number of irrelevant dimensions, and relevant dimension on speed of classification were obtained. (GO)

Discriminative stimulus control over sex-typed play behaviors was investigated in five boys, aged 5-8 years, who had childhood cross-gender identification. Sex-typed play was found to vary as a function of social stimulus condition and type of response required, but all children exhibited predominantly feminine play while alone in the playroom.…

Several measures of sensitivity (unbiased retention) and response bias are described and evaluated in terms of their applicability to the probe-type serial memory task. Suggestions are made regarding the major factors that should be considered when selecting an index for one's data. (Author/GO)

This study focuses on children's response to nonsense shapes varying in complexity to the tactual modality. Voluntary haptic exploration and preference choices measured were related to age and discussed in relation to Schachter's differentiation between allocentric and autocentric modes of perception. (GO)

Nursery school and second grade subjects were trained on an optional shift task and results were compared with predictions derived from selective attention theory. Findings indicate that the one-look assumption does not hold and that a multiple-look theory, in which the breadth of attention varies with task demands, seems tenable. (GO)

Recall of the spatial location of objects in four object arrays was studied with subjects ranging in age between 5 and 23 years. Using pictorial materials, the procedure focused on the variation with age of conditions which affect recall of the objects and their location. (GO)

The effects on instrumental behavior of differences in type of task, type of reward and three organismic variables (history of social reinforcement from peers, extraversion, and intelligence) were investigated in preschool children. (ST)

Fifth graders were asked to learn 32 syntactically varied semantically unrelated sentences containing combinations of agentive, objective, and instrumental case relations. Results were discussed in terms of ways to store sentences. (ST)

Preschool children who did not group a set of geometric stimuli according to complete similarity on a pretest were taught classification wither in a modeling or in a reinforcement condition. Modeling was found to be an effective means of teaching classification behavior. (ST)

Non conserving first- and second-grade children were tested on conservation tasks. Eye movements were recorded during the response period for each task. Trained conservers showed more visual exploratory behavior and less perceptual centration than control subjects. (ST)

In two experiments involving a two-choice marble dropping game children responded more to social control than to the magnitude of the reward. (ST)

Results of this experiment indicated that sixth grade children made better use of context than fourth graders. (ST)

Liniar functions fitted to the proportion of optional reversal shifts as a function of log CA were used to assess the effect of stimulus and training variables on the development of reversal-shift. (ST)

Preschool children's ability to associate pairs of toys was studied under one of four experimental conditions. All three subject-involvement conditions produced better learning. (ST)