Two studies with three-year-old children tested the hypothesis that, whereas errors of phenomenism predominate when children are asked about objects' real and apparent properties, errors of intellectual realism predominate when children are asked about objects' real and apparent identities. Results provided some support for the property-identity…

Examined five possible rules that children might use to interpret the terms "big" and "little." Increasing consistency in rule usage appeared to be the most significant developmental progression for children between the ages of three and five with respect to these terms. (Author/RH)

Strategies young children used to correct errors in nesting seriated cups changed substantially with age, becoming increasingly more flexible and involving more extensive restructuring of the relationships among the cups. The same trend toward increasing flexibility of thought and action also appeared in procedures children used to combine the…

Evaluated the effects of stimulus complexity and rule usage on a visual perspective-taking task administered to preschoolers, first, third, and fifth graders, and adults. Errors decreased with age, and more errors occurred with the more complex visual arrays. Very young children could not reliably match a photograph to a physical array. (Author/RH)

Preschool, second-, and sixth-grade children performed developmentally gradated, easy and difficult visual discrimination tasks in a quiet room or with one of two levels of extraneous auditory stimulation. Subjects' errors, response latencies, and glances away from the task were recorded. (Author/RH)

Tested the hypothesis that young children's tendency to draw horizontal or vertical objects perpendicularly to an oblique surface reflects their preference for perpendicular drawings as conceptually correct depictions. (Author/RH)

This report: (1) describes the mathematics test given to Year 8 students in the Mt. Druitt Longitudinal Study in 1986; (2) describes and discusses the results; (3) analyzes errors made by the students; and (4) suggests some possible interventions to address the errors made by students. The study dates from 1975 when funds were obtained to provide…

This report: (1) describes the mathematics test given to Year 9 students in the Mt. Druitt Longitudinal Study in 1987; (2) describes and discusses the results; (3) analyzes errors made by students; (4) analyzes the responses to items common to the 1986 and 1987 tests; and (5) suggests some interventions to address the errors made by students. The…