Groups of mathematically strong and weak second-, fourth- and sixth-graders were individually confronted with numerosities smaller and larger than 100 embedded in one-, two- or three-dimensional realistic contexts. While one third of these contexts were totally unstructured (e.g., an irregular piece of land jumbled up with 72 cars), another third…

This study proposed and tested a developmental model of impression formation based on observed behavior, prior expectancies, and additional incongruent information. Participants were 51 kindergartners, 53 second graders, and 104 college students who provided trait and liking judgments after watching a child actor engage in behaviors from three…