The comprehension of big, little, and same number and the production of relational terminology was assessed in 168 preschool children. (Author/BD)

To test the comparative efficacy of a visual imagery associative learning strategy in younger and older children, second and sixth grade children were presented a list of paired associates (concrete nouns) either at a faster or slower rate, under either an instruction to generate an interactive image for the pairs or a no strategy, control…

Examined the use of rehearsal strategies by deaf and normal children. (BD)

To determine whether cognitive level rather than social class differences influence problem solving strategies, children from two SES levels were matched on cognitive abilities (preoperational, transitional and concrete operational) and administered a partial reinforcement task. (BD)

Free recall learning and organization were measured for third, seventh and eleventh grade children under conditions which varied the type and amount of task structure. (BD)

Reports two experiments designed to assess the influence of stimulus meaningfulness on processing time with children of differing ages. (BD)

To clarify the roles of IQ and mental age (MA) in hypotheses behavior, MA-matched subjects at three levels of IQ and three levels of MA received blank trial discrimination learning problems using procedures designed to discourage position-oriented responding. (Author/BD)

This study investigated the effect of overt self-verbalization of various contents on the delay maintenance behavior of preschool, second grade and third grade children in a task in which the child's possession of accumulating candy rewards was made contingent upon the child's stopping further accumulation. (BD)

Two experiments investigated the relative efficacy of two conservation training procedures and the transfer of training to another type of conservation. (SB)

Encoding and retrieval of temporal and spatial order information was investigated in the free recall and probed recognition performance of 3-, 4-, 5-. and 6-year-old children. (SB)

In a study of development of organization strategies in rehearsal processes, children in the first, third, and fifth grades were exposed to a memory task which involved multiple overt rehearsal and recall phases. (SB)

In order to study possible effects of the degree of perceptual illusion, 64 kindergarten children received tests of quantitative identity and quantitative equivalence for the conservations of number and continuous quantity. (SB)

Males and females from grades 3, 6 and college viewed sets of five or seven letters in a 4x4 matrix and remembered either names of the letters, positions of the letters within the matrix or both letters and positions. At all grade levels females remembered letters better than positions, males did equally well on both. (MS)

Two experiments explored whether stimulus familiarity influences prerecognition processing to generate differences in the apparent duration of tachistoscopic flashes. Subjects were 4- and 5-year-old children and adults. (MS)

Three-month-old infants received two consecutive 5-minute periods of adult social stimulation. Study results showed that social reinforcement changes the pattern and not the rate of infant vocal responding. (MS)