Contrary to Luria's hypothesis, verbal control did not affect sensori-motor performance in this experiment involving 160 preschool children in four age groups tested on Luria's 2-choice tasks. (WY)

Studies the effects of modeling and reversibility cues in teaching 4-year-olds to conserve length. Results are discussed in terms of a social learning viewpoint of cognitive development. (ED)

Project carried out under Contract No. PH 43 65-1011 between the Public Health Service, National Institutes of Child Health and Human Development and the Fels Research Institute.

Naming tasks were used in two studies to test for conceptual organization in young children by comparing the latencies for naming objects in primed vs. non-primed conditions. In the primed condition, a taxonomic category was primed by prior activation of a coordinate member of the same category. In Study 1, 54 kindergarten children were randomly…

This paper reports on an investigation of children's ability to accept contrary-to-fact premises as though they were factual and to reason accordingly. A variety of questions requiring this skill were presented in semi-structured interview form to 10 to 12 subjects from each of six age groups ranging from 5 to 9 years, and to a control group of…

THE CHILD'S CAPACITY FOR SELF-ACTUATED INTELLECTUAL GROWTH AND THE POSSIBILITY OF SPEEDING UP INTELLECTUAL GROWTH THROUGH IMPROVED OPPORTUNITIES AND INCREASED STIMULATION WERE STUDIED. SIX EXPLORATORY STUDIES CARRIED OUT DURING THE FIRST TWO YEARS OF THIS PROJECT WERE REPORTED. THE THREE MAIN AREAS OF LEARNING WHICH WERE INVESTIGATED WITH THE IDEA…

Examines the linguistic complexity and functional variety of the speech and writing of 2 bilingual children in year 2 of a British infant school. Focuses on the contexts of language use and shows the children making causal connections between separate episodes of the observation phase, considered proof of learning. (JPB)

The research literature on children's production of elaborations in associative learning tasks is reviewed, especially with respect to the questions of when children can produce elaborations under instruction, when they transfer elaborative strategy usage from one situation to another, and when they produce elaborative strategies spontaneously.…

This study proposes that children's phonological behavior at Stage VI of sensorimotor development may show markedly decreased variability compared to children at Stage V. According to Piaget, sensorimotor development during Stage VI is distinguished from preceding stages by the onset of representational ability and ability to form mental…

Used observations and home visits to examine sex differences in language ability of 54 disadvantaged children at risk for poor language outcomes. Found that language difficulties increased over time, boys were at a constant disadvantage to girls in language development, and sex difference in language ability appeared even when families had similar…