Investigates the development of evaluative and taxonomic encoding in 7-, to 8-, and 11-year-old children's memories, and related experimental findings to recent work on the development of encoding in memory. (Author/ED)

Investigates the development and production of spatial deictic terms ("this/that", "here/there", "my/your") in the context of a hide-and-seek game using preschool children and college age adults. (Author/ED)

In a study, few subjects accepted empirical evidence of nonconservation of discontinuous quantity and weight. These findings were interpreted as support for the organismic-developmental claim that lower forms of reasoning are transformed into structurally more advanced forms. (Author/ED)

Analyzes free recall verbal learning by 5- and 8-year-old children by selectively reminding them only of items not recalled on the preceding trial to show learning by retrieval from long-term storage without presentation. (Author/ED)

Investigates third- and fourth-grade children's verbal evaluations of syllables paired with different reward schedules (full, partial, or none) for "pleasantness" and "curiosity." (Author/ED)

Investigates whether procedural differences or developmental changes account for the ambiguous results obtained in previous research on the affective consequences of mere exposure to visual stimuli with 7-, 9-, and 11-year-old children. (Author/ED)

Suggests that the iconic memory impairment of retarded subjects is attributable in part to mental retardation and not simply to low mental age. (Author/ED)

Examines the prediction that the ordinal property of natural number symbols is more easily learned by preschoolers than the cardinal property of natural number symbols. (Author/ED)

Experiments presented indicate that perseverative error in year-old infants cannot simply be a memory problem. Possible explanations are examined. (Author/ED)

Reports a study of 540 first-, fourth-, and eighth-grade students who participated in a discrimination task under three reinforcement conditions: reward, punishment and a combination of both. Results indicate the superiority of learning under punishment conditions. Interactions involving the sex of subject and experimenter are also discussed.…

Describes a study of some conditions which facilitate the acquisition of behavioral chains by young children. Three experiments are presented which concern: (1) overt responses to the internal components of the chain; (2) use of an aversive consequence; and (3) added instructions at the beginning of training. (Author/SDH)

Describes a study of the developmental ordering of syllable and phoneme segmentation abilities in preschool, kindergarten and first-grade children. Results indicate that both syllable and phoneme segmentation increased with grade level, but analysis into phonemes is significantly harder and perfected later than analysis into syllables. (Author/SDH)

Young children matching the orientation of (a) identical realistic figures that could form mirror images of each other, or (b) nonidentical realistic figures that could not form mirror images, produced the same pattern of errors. The explanation proposed is a strategy of matching analogous parts of the two figures. (Author/SDH)