The purpose of this experiment was to determine whether age differences noted when two tasks are performed concurrently can be accounted for in terms of age differences in single task baseline performance. Subjects were two groups of 12 eight-year-olds, and one group of 12 thirteen-year-olds. (CM)

This study measured the feature selection and classification ability of 213 children between the ages of four and sixteen through an analysis of their sorting performance from a developmental point of view. (CM)

Five-year-old children were trained on the length relationships between adjacent members of a five-term series of sticks, and subsequently tested on their abilities (1) to judge the length relationships between nonadjacent pairs of the series, and (2) to incorporate an unseen novel stick into the series through inference. (CM)

Kindergarten children were given simultaneous discrimination tasks with two irrelevant dimensions varying within settings. Prior to each block of feedback trials, the children were asked to provide a statement of the solution. The trial block on which the correct relevant dimension was first verbalized was found to be predictive of discrimination…

Study was designed to provide further evidence on the speed of development of the acquired distinctiveness and equivalence effects during the transfer task. (Author)

This study was designed to investigate the effect of individual versus group rewards on task performance. Four instructional sets, in which reward contingencies were varied, were employed with triads of first- and third-grade children. (BD)

In this study, designed to explore the relationship between pleasure and cognitive challenge, 32 normal first grade children and 32 MA-matched familial mentally retarded children were given puzzles representing four difficulty levels. (Author/SB)

Data were discussed in terms of an outline of an empirically based theory of transfer. (Authors)