A group of 40 fifth grade boys and girls worked at a wheel-turning task in which each child could select, on each trial, how many wheel turns would earn a token exchangeable for either two or ten seconds of cartoon-viewing time. (Author/JMB)

A shortened version of a learning-set training procedure was given to 80 children four and five years of age. These children and 16 untrained controls were then tested for quantity conservation. Results relate task performance on the conservation tasks to the type of training received. (Author/JMB)

Investigates whether noninstructional speech distracts normal school children from a vigilance task and examines the role played by meaningfulness and schedule of presentation in producing speech's effects. A total of 60 first grade males performed a 30-minute visual vigilance task under five conditions of auditory background stimulation.…

Three experiments were conducted to examine the relationship between developmental differences in reinforcer preference value and in learning-set performance. A second purpose was to investigate ontogenetic differences in the effects of experience with continuous but qualitatively inconsistent reward. (Author/SB)

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

A set of decoding tests and picture-word interference tasks was administered to third and fifth graders to explore the relationship between single-word decoding, single-word semantic processing, and text comprehension skill. (BRT)

Reports two experiments which examine how cognitive style interacts with performance on tasks measuring formal thought. (Author/JMB)

This study examined the effects of 3 situational contexts varying in demands for accuracy and speed on the performance of 45 kindergarteners and 45 second grade students on the Matching Familiar Figures test of cognitive style. (JMB)

A combination of readiness and body-part training was the most effective in producing number conservation with external objects. (Authors)

Research was designed to determine whether developmental differences in sensitivity to more peripherally presented material could be found under conditions in which overt eye movements during the presentation of task material were not possible. (Author)