Experiment was designed to teach the oddity principle to preschool age children whose age peers in earlier studies have had difficulty learning the oddity principle. (Authors)

Results revealed that (1) relevant verbal experience facilitated learning only for preschoolers, (2) irrelevant verbal experience did not interfere with learning, and (3) visual highlighting exerted no significant effects. (Author/MB)

This study attempts to determine if individual differences in multitask performance are due in part to the cognitive competence (i.e., the consistent, rule-based strategy) the subject brings to the task. A battery of learning (discrimination shift, transposition, incidental learning and paired-associate learning), cognitive-developmental…

In order to examine the nature of dimensional processing in children, 20 kindergarten and 20 third grade Chinese-American children were asked to make similarity judgments for unidimensional sets of stimuli differing in color (hue), size, and shape, respectively. Age differences were generally confined to the color set. The judgments of the older…