The comprehension of big, little, and same number and the production of relational terminology was assessed in 168 preschool children. (Author/BD)

Four types of semantic relation, assumed by different researchers to be implicated in the organization of semantic information, were investigated by means of false recognition and word association tasks presented to independent samples of 4- and 5-year-old children. (Author/SB)

Suggests that the iconic memory impairment of retarded subjects is attributable in part to mental retardation and not simply to low mental age. (Author/ED)

Investigated preschool children's understanding of temporal relationships in terms of their comprehension of sentences containing clauses linked by "before" and "after". Also evaluated was the relative importance of order of mention and main-subordinate relations strategies in children's interpretation of temporal order information. (Author/SDH)

Presents a reply to and an analysis of a study which examined the use of logograph research to determine children's cognitive integration ability. The study in question had been based on the present author's previous research. (BD)

Eighty-two children (aged 4 through 6) were administered a Backward Digit Span test to measure M-space (mental capacity) and four conservation tasks: number, substance, continuous quantity and weight. (MS)

This study attempted to determine whether a combination of seriation and classification training would produce more general intellectual gains. (Author/SB)