Children aged 5, 7, and 9 were tested on two different tasks to assess their understanding of sentences containing the connectives "when,""as soon as,""before,""after,""if,""if not,""unless," and "unless not." (Author/SB)

Three experiments evaluated color specificity knowledge and related semantic effects on recognition memory. (Author/SB)

This study examined the relation between number conservation and attention to number, density, and length or area in 86 kindergarteners and 18 third graders. (Author/SB)

The present experiment tested the hypothesis that development of syntactic comprehension through verbal modeling is enhanced by referent concreteness as a contextual influence. Subjects were 48 children from 3 1/2 to 5 years old. (Author/JH)

Two experiments investigated the possibility that normal children (sixteen 6- to 7-year-olds) and retarded children (sixteen 9- to 10-year-olds) equated for immediate memory performance may not use effective strategies to eliminate interference from irrelevant information in memory. (Author/JH)

Retardate use of retention strategies and the independence of color and form retention were compared with predictions of the Attention-Retention theory of retardate discrimination learning. Institutional retardates were selected from two MA ranges, 6 to 8 and 9 to 12 years, without regard to diagnostic categories. (Author/JH)

Human infants' discrimination of changes in internal and external elements of compound visual patterns was investigated in four experiments employing a familiarization-novelty paradigm in which visual reinforcing patterns were presented contingent upon rate of high-amplitude nonnutritive sucking. (Author/JH)

In this study, a transfer of stimulus control procedure was used to establish generalized verb-noun instruction-following skills in two severely retarded boys. (Author/JH)

To assess the development of monocular slant perception as well as the relative effectiveness of different sources of information, 90 children in first, third, and fifth grades and 30 college adults were asked to make judgments of surface slant on the basis of monocular texture gradient information. (Author/JH)

The ability of 3-month-old infants to discriminate novel components of a pre-familiarized stimulus was assessed using an operant paradigm. Subjects were 20 infants; adult judgments were taken from 15 college students. (Author/JH)

Imitative responding was first established and then reinforced only in the presence of one stimulus and not in the presence of another. Subjects were three institutionalized, severely subnormal boys. (Author)

The effects of memory load (simultaneous or successive presentation), number of trials (two or three), and type of information (positive, negative, or mixed) upon inference task performance of 168 five-year-old children were examined. (Author/JH)

A factorial design was used with two anxiety groups (high and low), three reinforcement conditions (praise, reproof, and praise plus reproof), and three levels of intelligence (high, middle, low). Subjects were 252 students (mean age, 14.7 years). (Author/JH)

Dot patterns varying in type of symmetry (double, vertical and horizontal symmetry, and asymmetry) were presented tachistoscopically for 200 msec, followed by a patterned mask, to 16 subjects in each grade level: kindergarten, second, and fourth-grade. (Author/JH)

Developmental changes in memory organization based on synonym and antonym relationships were examined in three experiments. Subjects were 64 second graders and 64 sixth graders. Some inadequacies of a false recognition paradigm for developmental research are identified and some alternative analyses are proposed. (Author/JH)