Hypothesizes that occupational perceptions are more specific for older age groups than for younger age groups. Hypothesis was tested by using latent root analysis and minimum residual factor analysis to analyze intercorrelations among six Vocational Preference Inventory (VPI) scales for five large and diverse samples. Both analyses supported the…

An investigation of the phenomenon of "word-realism" through an analysis of first-, third- and fifth-grade children's modes of reconstructing a story. The hypothesis is that a child would become more ego involved in a story which used his name rather than other familiar or unfamiliar names was supported. (ED)

This study assessed the accuracy of judgments of 100 school-age children (5-11 years of age) as to the presence of real fruit content in three sets of cereals and beverages advertised on TV: real fruit, nonfruit, and artificially flavored products. In the baseline session accuracy increased with age, but children at each age misjudged the real…

A sample of 80 females in grades 6, 8, 10, and 12 were presented with 10 of the Piagetian formal operations tasks. Analyses of the data indicated that as grade increased, mean scores on the 10 tasks also increased. (Author/JMB)

A multitrial free recall study assessed whether learning-to-learn and changes in strategy over sessions occurred with children in kindergarten and grade 3. Results showed that grade 3 subjects recalled more than did kindergarten subjects, but no learning-to-learn effect was obtained for either age group. (Author/JMB)

This study assessed the ability of fourth, fifth, and sixth graders and college students to logically include and exclude variables when making inferences about a multivariate "natural experiment" situation. (Author/SB)

The relation between past history of outcomes and achievement expectancies was examined for 72 elementary school students. (JMB)

This paper questions the assumption that a central processing deficit exists in the speed of performing mental operations by children as compared to adults. Two hypotheses are proposed and data are cited as evidence. (JMB)

In three experiments, children five- to 10-years-old were assessed on their comprehension of simple and compound comparatives using a picture-question answering task. Ability to use appropriate reference points increased with age on both the simple and compound comparative relations. (PCB)

Tested the hypothesis that preschool children between 2 1/2 and 6 1/2 years of age would progress though a stepwise sequence of developing ever-clearer boundaries between fantasy and reality. Findings supported the validity of the hypothesized sequence. (RH)

Demonstrates young children's shift toward a taxonomic basis for organization of both named and depicted objects. Concludes that perceptual organization in young children cannot be attributed to an inability to ignore visual information but seems to be based upon the centrality of perceptual features to the representation of objects. (Author/NH)

Investigates whether children differentiate between the social-interactional, moral aspects of harm and the nonsocial, prudential aspects of harm. A total of 90 subjects 6, 8, and 10 years of age were administered an interview about two moral rules and one prudential rule. Three types of assessment were obtained: criterion judgments,…

Children between the ages of six and 11 were asked to recall personal experiences of pity, anger, and guilt and to rate the cause of each emotion on degree of controllability. Results were interpreted as evidence that guilt in young children may be a qualitatively different emotion because of its closer link to outcome than to perceived…

Discusses how youngsters learn to think in a recognizable adult fashion about political, social, and humanistic issues. Reports on research on the development of political attitudes over the course of adolescence. Concludes that the major difference between younger and older adolescents is the ability of the latter to think abstractly when…

Experiment tested one explanation of lag effect in free recall by comparing hypothesized and observed changes in developmental lag functions. Suggests that lag paradigm might be used in assessing developmental differences in processing strategies as a more sensitive, general alternative to overt rehearsal techniques. (Author/HS)