Mental test data cited by H. T. Epstein as supporting his theory that new concepts should be taught during periodic spurts in childhood intellectual development (at 3-10 months; and 2-4, 6-8, 10-12 or 13, and 14-16 or 17 years) are reanalyzed. It is found that the data do not substantiate Epstein's conclusions. (TJH)

A developmentally sensitive problem-solving task--the 20-Question Game--was used to examine development and treatment variables among 48 learning disabled and 48 normal boys at two age levels (8-13 years old). Results indicate that both younger boys and learning disabled boys demonstrated less efficient problem-solving skills than did others. (TJH)

This study examined the ability of writers at two ages and three ability levels in generating textually-consistent superordinate main ideas and subordinate details for three types of text structures. Subjects were 62 third and 61 sixth graders. Analyses revealed significant main effects for grade, ability, and text type. (TJH)

Confirmatory factor analysis of data from a portion of a long-term study provided evidence for two components of math anxiety for 298 male and 266 female 6th through 12th graders. The components related to negative affective reactions and cognitive aspects. Age and gender differences were significant. (TJH)