In a reviewed series of spontaneous and learning-set studies of adults and children, adults solved problems even if they attended to four dimensions; young children failed when attending so broadly, but solved when attending to a single dimension. (Author/HS)

The problems which can arise in predicting the presence or absence of statistical interactions when a theoretical model is not set into correspondence with the experimental design model are considered in the context of a specific study of developmental differences in distractibility. (Author/HS)

A visual search task was used to assess developmental changes in elementary school children's selective attention to specified portions of a visual display. (Author/SB)

Observing behavior and short term recognition were studied in a training and test design. (Author/SB)

Two experiments were concerned with exploring the relative accessibility and availability of category information in retarded adolescents in comparison with CA equivalent nonretarded subjects. (Author/SB)

This study investigated the effects of parental models plus nondifferential praise, and expansions plus nondifferential praise on 2-year-old children's spontaneous use of color and size adjective-noun combinations. (Author/SB)

The hypothesis that repetition of specific cues interferes with oddity learning was directly tested by comparing two groups of preschool children, one with repeated cues and the other with new cues on every trial. (Author/SB)

The discriminative learning and transfer of compound and component problems were assessed in retarded subjects at two levels of intelligence. (Author/SB)

The effectiveness of the separate auditory and visual components of a combined auditory-visual conjugate reinforcer was assessed in 27 3-month-old infants. (Author/SB)

The eye movements of infants, between 4 and 11 weeks old, were recorded while they viewed either a representation of a face or nonface stimulus. (Author/SB)

Elementary school and college students acquired a paired-associate list under the study-test procedure to a one errorless trail criterion. In addition, as each pair was presented the individual indicated whether she/he had that pair correct on the immediately preceding trail (post-diction responses). (Author/SB)

Subjects aged 8, 10, 12, and 18 years participated in two visual search tasks. (Author/SB)

Four types of semantic relation, assumed by different researchers to be implicated in the organization of semantic information, were investigated by means of false recognition and word association tasks presented to independent samples of 4- and 5-year-old children. (Author/SB)

In an attempt to clarify the role of nonlinguistic preferences in children's responses to the words more and less, children 3-4 years of age were administered three tasks. (Author/SB)

Seven children aged 7 to 9 years were auditorily presented five-digit numbers for retention intervals of 0 to 10 seconds. Pupil size was recorded during stimulus presentation, retention interval, and recall of items. (Author/SB)