Compared the performance of 29 institutionalized cultural-familial mental retardates on Piagetian conservation tasks. Examined the effects of age, sex, and degree of retardation on conservation performance. (BD)

Normal infants were administered the Bayley Scales of Infant Development at 6 months and the Stanford-Binet Intelligence Scale at 3 years. At 6 months the quality of stimulation found in the early environment was measured. Results indicate that home environment may contribute to instability of performance on infant tests. (GO)

This study examined the construction of a mobile with plastic construction straws in order to study the development of tree representations in a domain other than language. Subjects were 70 children between the ages of 3 and 11. (Author/JMB)

Two studies with first- and fifth-grade children in two learning tasks showed that preoperational children did not necessarily learn responses followed by a stimulus object previously instrumental in obtaining a reward, while postoperational subjects did. (Author/JMB)

This study focused on the kinds of cognitive behaviors preschool and kindergarten children engage in while playing in a solitary, parallel, associative or cooperative manner. The effects of socio-economic status, developmental level, and the use of specific materials on social and cognitive levels of play are discussed. (BD)

Subjects from kindergarten-age to adult participated in four experiments. In order to view the stimuli, subjects in three experiments activated lights in viewing boxes; in the fourth experiment, stimulus fixations were measured using a corneal reflection technique. Results supported the view that visual observing is controlled by cognitive…

Multidimensional scaling analysis was used to examine a sample of adolescents' cognitive appraisals of major and daily stressful events. The desirability of events was the only major feature for the entire sample. Older adolescents also distinguished the impact of events on their lives and generality of causes of events. (Author/JAZ)

The study examined the rate and order of conservation in 24 deaf children, ages 8.2 to 12.9 years using standard Piagetian instructions and procedures in sign language. Even the older children failed to demonstrate control over the conservation concept suggesting the presence of a cognitive difference in deaf children. (DB)

Fourth and seventh grade children received four free-recall trials on lists including typical and atypical items. Levels of recall and clustering increased with age and were greater for typical than for atypical items. More older children used organizational strategies to facilitate recall. (SKC)

Preschool, third-grade and sixth-grade children, and adults were shown vignettes depicting eight types of experiences and asked for their own (for children) or the children's (for adults) expected emotional reactions. Overall, adults showed an absence of developmental considerations in their implicit theories of children's emotional…

Examines development of event memory by determining how personally experienced events with two types of structure were reported by kindergartners and adults. Events in making and playing with clay were organized causally and temporally. Results show that adults and children used a goal-based hierarchical structure to remember events, although use…

Second and third graders and fifth and sixth graders were tested in a very large, unfamiliar environment to determine the relation of their knowledge of an abstract reference frame to performance on a spatial inference task. (HOD)

Describes three experiments that examined how children (4- to 11-year-olds) use their knowledge of the attributes of living things to infer whether particular objects are alive. (HOD)

Reviews studies of face-recognition memory and considers implications for assessing the dependability of children's performances as eyewitnesses. Considers personal factors (age, intellectual differences, and gender) and situational factors (familiarity of face, retention interval, and others). Also identifies developmental questions for future…

Considers the divergent paths taken by research in cognitive development and research in social-emotional development, arguing that studies of socialization need to become more developmental. Discusses meanings of development that may affect the socialization process. (Author/CI)