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…

Focuses on differences occurring with age and reading skill in the use of phonemic codes in short-term retention tasks where stimuli were presented visually. Subjects were groups of average readers in grades two, four, and six; superior readers in grade four; and disabled readers in grades four and six from three public schools. (Author/RH)