Implications of this study on child-development theory, education, and psychotherapy are discussed. (MB)

Results are discussed in terms of cognitive growth, the psychoanalytic notion of ambivalence, the role of stimulus context in eliciting laughter or fear, and a possible adaptive, stimulus-maintaining function of laughter. (Authors)

Hypothesis was confirmed that more familiar and more ambiguous concepts would be less readily named in their less detailed representations. (Author/MB)

For the age range tested there is a lag between the perception and production of certain facial expressions. (Authors)

Findings of this experiment demonstrate the interdependence of reasoning and action in the development of morality. (Authors)

The early stimulation program provided for low-birth-weight, disadvantaged infants was shown to be effective in promoting behavioral development. (Authors)

Author concludes that a Piagetian based paper-and-pencil technique can be successfully used for older subjects rather than the conversation-interview technique used for elementary school children. (MB)

Conclusion drawn is that bilinguals, brought up in a one-person, one-language home environment, reach a stage in semantic development some 2-3 years earlier than their unilingual peers. (Author/CB)

Study is an attempt to increase communication proficiency in young children by using training procedures which focus primarily on making the listener's needs more salient to the child as he forms and gives messages. (Authors/MB)

It was concluded that while retinoblastoma per se is not associated with intellectual superiority or inferiority, retinoblastoma associated with blindness may result in selective cognitive superiority. (Authors)

Although Ss underestimated the size of the illusion in the predicted direction, no significant correlations between size of illusion and either age or IQ were found. (Authors)

The most significant finding is that classification according to complete similarity not only occurs much earlier than reported by Inhelder and Piaget, but also does not follow the developmental course reported by Inhelder and Piaget. (Author)

In the fifth and sixth years of life, the ability of girls to identify primary colors by name is greater than that of boys. Children in the sixth year who attend school outperform those who have not been to school, and girls of this age who have not been to school name colors as well as boys who attend school. (Authors)

Ability to distinguish intention from accident and understanding of unconscious intention were examined in preschool, kindergarten, and third-grade-age children. (Author)

Purpose of this study was to examine the nature of correlations among tasks purporting to measure communicative, cognitive, role-taking, and spatial egocentrism in childhood. (Author/CB)