A study of the development of 6- to 12-year-old children's appreciation of verbal jokes was conducted within the framework of the incongruity and resolution theory of humor. Results revealed age differences indicating that older children appreciated both structural components while younger children appreciated the incongruity structure. (ST)

Intellectual realism was investigated by using as a model a cup with the defining feature (the handle) not visible, and a nondefining feature (a painted flower) visible. (Authors/MB)

The development of children's comprehension of cause and effect relationships was studied in 68 kindergarten, first grade, and second grade children. (BRT)

A task was used in which subjects at three different Piagetian stages of intellectual development were to induce the missing relationship in different triadic situations. (Authors)

The hypothesized central role of cognitive development in resolving moral dilemmas was examined in sixth grade and college-age females. Results indicated that sophisticated cognitive operations are a prerequisite to advanced moral judgments. (ST)

The study examined whether an awareness that semantic organization is beneficial to picture recall ("semantic enhancement") precedes an awareness that certain types of organization are more beneficial than others ("levels of processing"). A series of pilot studies was conducted with kindergarten and adult subjects and a formal…

This monograph is based on a doctoral thesis submitted to the faculty of the Graduate School of the University of Minnesota in August 1969. (MG)

Presents a reply to and an analysis of a study which examined the use of logograph research to determine children's cognitive integration ability. The study in question had been based on the present author's previous research. (BD)

Concludes that children have a far broader range of intellectual interests than has generally been recognized. Bringing them into contact with fields of knowledge, methods of inquiry in these fields, and the processes of logical reasoning at a time when they have a natural receptivity which can have a fundamental impact on their intellectual…

Eighty-two children (aged 4 through 6) were administered a Backward Digit Span test to measure M-space (mental capacity) and four conservation tasks: number, substance, continuous quantity and weight. (MS)

This study attempted to determine whether a combination of seriation and classification training would produce more general intellectual gains. (Author/SB)