J. Kagan (2008) urges contemporary developmentalists to (a) be cautious when attributing conceptual knowledge to infants based on looking-time performance, (b) constrain their interpretation of infant performance with multiple methodologies, and (c) reconsider the possibility that qualitative development may be the path by which perceptual infants…

Results of this replication study indicate considerable agreement with Piaget and Inhelder's description of stage-related verbal features while failing to confirm their description of stage-related nonverbal features. (JMB)

This paper presents a psychometric analysis of the criterion problem in neo-Piagetian concept development research. The evidence shows that false negative and false positive criterion errors have the same effect on the null hypothesis so that the criterion with the lowest error rate should be utilized. (Author/JMB)

Two predictions based on H. Clark's and E. Clark's hypotheses of the acquisition of word meanings were tested: (1) when learning words which have both spatial and temporal meanings, children will understand the spatial meanings first, and (2) children understand the positive member of an antonym word pair before they understand the negative…

This study demonstrated that 3- and 4-year-old children could locate the next biggest member of a series when they were first directed to locate a terminal member of the array. (SB)

The preference for color or form as bases for similarity judgments among preschoolers (ages 2-5) and its relationship to the differentiation of form and color concepts as indexed by discrimination, identification, and labeling were investigated. (SB)

A group of 108 children from nursery school, first grade, and third grade were given five problems measuring the concept of time, in which they were required to judge and explain which of two partially overlapping events started first, which ended first, and which lasted for a longer time. (Author/JMB)

Young children's comprehension and overdiscrimination of natural language concepts were examined by asking 2- and 4-year-old children to select pictorial instances of five concrete semantic concepts. Results suggest that young children initially tend to use concept labels in a very restricted manner. (JMB)

Data suggest that the effectiveness of verbalization in concept identification depends on the aspect of the task which is verbalized. (Author)

Children made age judgments on drawing of human figures, which consisted of adult, adolescent, child, and infant characterizations. (Author)

Evidence indicated that the awareness of death as universal is a function of age; the understanding of death as irrevocable was not demonstrated systematically through age 10. (Authors)

Children aged three to six years were taught a specified route through an environment and were tested on their ability to: (1) travel the route in reverse, (2) name the sequence of landmarks along the reverse route, (3) infer the relationship between parts of the environment not directly traveled between, and (4) construct a model of the…

Children 3 1/2 and 5 years of age were tested for their intuitive knowledge of the psychological fact that one mental event may trigger or cue another related mental event. (JMB)

Choice and use of problem-solving strategies were monitored during a picture comparison task for 90 kindergarten, second and fourth grade boys and girls. (SB)