Examined the extent to which children draw upon reality and fantasy, either explicitly or implicitly, in their spontaneous classifications, and when instructed to sort on that basis. (Author/JMB)

Two experiments investigated the role of the sorting-presentation procedure in promoting organized recall in second grade children. (Author/JMB)

Examined the relationship between two components of class inclusion (hierarchical classification and quantification of inclusion) and investigated the effects of methodological modifications. Subjects were nine girls and nine boys each from first, second, and third grades. (Author/JMB)

First and fifth graders sorted cards into two piles based on the orientation of a T figure. Sorting took place in the presence of irrelevant information which did or did not contrast in line slope with the target, or in the absence of irrelevant information. (Author/JMB)

The category item production task was used to obtain child norms and to investigate two alternative types of category bias reputedly shown by young children: (a) underinclusion of appropriate items; and (b) overinclusion of inappropriate items. Preschool and grade school children (n=144) were asked to produce verbal responses to four category…

Picture-grouping and word-association tasks were used to evaluate the hypothesis that paradigmatic (same form class) word associates are not always categorical and may be a function of the child's understanding of interactive and categorical relations. (SB)

Study 1 asked second through sixth graders, who could answer inclusion questions, to answer such questions without empirical information about relative quantity and to predict whether subordinate classes could be made larger than their superordinate classes. In study 2, children's performance in two part-whole domains, classes and collections, was…

This study was designed to contrast children's recall clustering before and after they acquired stable input organizations. A sample of 120 subjects (24 from preschool grades, 1, 4, 7, and college) performed two successively presented, procedurally identical, series of recall-sort-recall tasks. (Author/JMB)

This study examines the development of children's understanding of temporal cycles and the relationship between cyclic concepts and cognitive development. A sample of 62 children, ranging in age from 4 to 10 years, were administered Piagetian tests of classification and seriation and a variety of specially designed cyclic tasks. (Author/JMB)