Three experiments investigated effects of attentional factors on children's learning set performance. Younger children's learning was differentially affected by two or more irrelevant dimensions. Practice improved performance for all ages. Results confirmed that irrelevant dimensions and within-problems exposure interact with age and amount of…

Preschoolers presented with a difficult match-to-sample task requiring task analysis performed successfully when taught to overtly ask themselves questions about the salient features of each display and then answer the questions. Most subjects performed poorly when told not to use the self-questions and answers, but performed well again when…

Reports three experiments with kindergartners and first graders which used one-trial multidimensional reasoning tasks like those of Toppino (Journal of Experimental Child Psychology, v30, p496-512, 1980). Feedback information and preliminary experience with simple forms of the task produced high performance levels, and verbal labeling in the…

Using information contained in nine photographs, young children constructed a wooden pyramid. Control children were given the same task but no pictorial information. Children's performances were significantly better when pictorial information was available. Sex and age differences were noted regarding strategies used to complete the task.…

Hypothesized that arithmetic calculating procedures and types of problems that necessitate more subproblems will lead to longer solution times. Data from 36 third grade students who mentally computed problems with sums greater than 20 and less than 100, confirmed both hypotheses. (RH)