Ninety-seven children aged 4-11 (49 males, 48 females, mostly White) were given the opportunity to improve their problem-solving performance by devising and implementing a novel cognitive offloading strategy. Across two phases, they searched for hidden rewards using maps that were either aligned or misaligned with the search space. In the second…

Using a means-means-ends problem-solving task, this study examined whether 16-month-old walking infants (N = 28) took into account the width of a bridge as a means for crossing a precipice and the location of a handrail as a means for augmenting balance on a narrow bridge. Infants were encouraged to cross from one platform to another over narrow…

This study examines whether feeding infants formula supplemented with long-chain polyunsaturated fatty acids (LCPUFA) improves cognitive function of 9-month-olds. Participants included 229 infants from 3 randomized controlled trials. Children received either formula supplemented with docosahexaenoic acid and arachidonic acid, or a control formula…

Examines the ability of six- and eight-year-old children to hide and recover 20 marbles in a large room containing 100 possible sites. Shows that children tend to concentrate activities in sections of the room and are sensitive to clusters of proximal sites. (HOD)

Sixty-four 3- and 4-year-olds were asked to identify another's view of a spatial array either verbally or by picture selection. Results indicate that verbalization leads to substantially more correct responses. Girls' performance was significantly better than boys' performance across both response modes. (Author/DB)

Investigated the ability of preschool and early grade school children to use logical search strategies to find a missing object on a familiar playground. Results indicated that children of all ages studied could deduce a critical search area and were not guided primarily by strong spatial associations. (Author/DB)

Three longitudinal studies were conducted to examine the generalization of detour ability across motor responses and barrier types, and to investigate the relationship between the development of object permanence and detour ability. Results were discussed in terms of differences in reaching and locomotor detour performances. (Author/CI)

Six- to 9-year olds predicted the movement of a balance beam. Results indicated that children who received feedback improved their performance more than those who did not receive feedback; the presence of a partner was beneficial only when children did not receive feedback; and children whose partner exhibited higher-level reasoning benefitted…

The study attemped to link cognitive and social problems seen in girls with Turner syndrome by assessing the girls' ability to process affective cues. Seventeen 9- to 17-year-old girls diagnosed with Turner syndrome were compared to a matched control group on a task which required interpretation of affective intention from facial expression.…

Finds that, after being exposed to many isolation-of-variables assessment problems, most college subjects made immediate and substantial gains in formal reasoning, while preadolescents made gradual, modest gains. (RH)

It is suggested that field dependents have more difficulty than field independents in giving up reliance on a formerly relevant cue. (Authors/CB)

Examines the dynamics involved when preschoolers aged five years attempt to build replicas of Lego models, either by working alone or with another. Results show that collaboration was more conducive to learning than was independent work and that children were able to generalize their skills. (Author/RWB)

In a series of experiments, young children were asked to compare the quantities of classes of objects under two conditions: (1) when one of the classes of objects is a subordinate of the other (the traditional class-inclusion problem), and (2) when the terms refer to exclusive sets but different levels of generality. (Author/RH)

Examines the social, cognitive, and social-cognitive correlates of nonsocial play in 122 four-year-olds observed for 20 minutes during free play. Subjects were given a role-taking test and tests of social and impersonal problem-solving skills. Sociometric popularity and social competence, as rated by teachers, were also assessed. (Author/RH)

The influence of cultural practices on the cognitive development of largely unschooled children was investigated among 23 candy sellers and matched non-vendors between 10- and 12-years-old who resided in northeast Brazil. Findings are interpreted as supporting a model of cognitive development in which children construct novel understandings while…