The presentations and tables in this document deal with the development of mastery motivation from infancy to early preschool years. Discussion was focused on three questions: (1) whether mastery motivation can be measured in infants and young children; (2) whether it is possible to distinguish mastery motivation from cognitive functioning; and (3) the advantages and disadvantages of using deviant populations. David Messer's paper addressed the concept of effectance motivation in children who have limited use of productive language. Susan McQuiston and Mary McCarthy discussed the relationship between mastery motivation and cognitive development. They measured cognitive competence with the Bayley Scales of Infant Development. Anita Glicken and Robert Harmon discussed the advantages and disadvantages of using at-risk populations to help understand the concept of mastery motivation. Kay Jennings discussed the possibility of independent measurement of compliance and imitation. A discussion by the participants and the audience is summarized. "Task-directed behaviors" was suggested as a more descriptive label than mastery motivation. The question of causality pleasure as an indicator of mastery/effectance motivation was raised. The research presented by the participants is summarized by George Morgan in his concluding comments. (DWH)