Twenty-seven 4-month-old infants heard a repetitive auditory rhythm, then viewed silent film of puppet opening/closing its mouth, either in the familiar rhythm or a novel rhythm. Results showed infants exposed to the novel condition watched the film longer than infants shown the familiar condition, providing evidence for auditory-visual transfer…

This study tested the assimilation of an auditory-visual stimulus configuration in 32 infants aged 15 to 16 weeks. The infants' discrimination of matched and mismatched auditory-visual stimuli indicated that infants by 4 months of age are capable of constructing bimodal schemata. (JMB)

Results revealed that (1) relevant verbal experience facilitated learning only for preschoolers, (2) irrelevant verbal experience did not interfere with learning, and (3) visual highlighting exerted no significant effects. (Author/MB)

Examines discrimination of geometric shapes by three-month-old infants who were presented with geometric stimuli moving laterally at two different velocities. Finds that subjects discriminate between geometric forms at velocities that, according to previous findings, might interfere with shape discrimination. Discusses the possible interactive…

This study is an initial investigation of the effects of a fading procedure upon acquisition and transfer of discrimination learning with children younger than 36 months of age. (CS)

Three experiments investigated seven-month-old infants' ability to discriminate the facial expressions of happiness and fear. (CM)

Determines whether an averaged evoked potential technique using a random-v-repetitive presentation mode could be used to study infant auditory discrimination. Results showed a main effect of presentation mode with shorter latency for random v repetitive. The shortest onset latency was for random stimulus at the fast rate. (Author/DB)

This study investigated vowel discrimination in 8-week-old infants. Using a nonnutritive, high-amplitude sucking measure in a habituation-dishabituation paradigm. (Author/SB)

Studies the allocation of attention of 100 four- and five-year-olds on a selective attention task. Results suggest that preschoolers are capable of using selective strategies when the task is made meaningful by the inclusion of a familiar script that provides supportive cognitive context. (RJC)

Discrimination learning studied in 3-year-olds, indicated that children over 30 months of age did better than younger children, and girls learned faster than boys after the first problem. (ST)

Serial habituation of visual fixations was investigated through a design permitting cross-sectional, within-subject longitudinal, cohort longitudinal, and time-lag analyses. Results suggested that for all ages habituation was under way to the parts of the stimulus in order of the realitive saliencies. No one methodology appeared to significantly…