The finding that the impulsivity-reflectivity dimension was not related to risk-taking behavior was clearly unexpected. (Author)

A six-month-old infant who can remove a transparent cloth from his hand when it is covered after he grasps a toy may not be able to remove an opaque cover. Alternative interpretations of the phenomenon, that is, degree of bimanual coordination and focus of attention, are discussed. (Author/MB)

Primary purpose of the study was to ascertain the effectiveness of different methods of training children to solve the two-choice conditional matching problem. (Author)

The interaction between age and conceptual tempo was a consistently significant finding. (Author)

The performance of the older subjects (10 years and up) was facilitated by the organizational cues, whereas that of younger subjects was not. (Author)

Results of the present study confirm the importance of the contingency variable in experiments dealing with the effect of supportive comment upon children's performance. (Author)

Analysis indicates that both 5 and 7-year-old children are capable of distinguishing between anomalous and meaningful sentences although 7-year-olds demonstrate greater awareness of selection restriction rules. (Authors)

Compensation as assessed by any one test or criterion used is more difficult than conservation. And, the understanding of the compensation principle, as manifested in verbal statements, continues to develop well after the age at which liquid conservation may be taken for granted. (Authors)

Aim of the present study was to clarify the processes involved in the apparent lag in copying a diamond by reducing the lag experimentally with perceptual training of discrimination of orientation. (Authors)

Preschool, first-grade, and fifth-grade children served as Ss in 2 experiments designed to test the developmental hypothesis that memorizing and perceiving are functionally undifferentiated for the young child, with deliberate memorization only gradually emerging as a separate and distinctive form of cognitive encounter with external data.…

Study is concerned with the commonalities between the development of skill and the development of problem solving. (Authors)

Results indicated that the normal achievers learned more effectively under person and performance reinforcement than under tangible reinforcement, whereas the reverse was true for low achievers. (Author)

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

Results show that both kindergarten nonconservers and kindergarten conservers found height most salient. Third-grade conservers found quantity most salient but could easily attend to height and width. (Author/CB)