Younger (N=31) and older (N=21) men participated in a bogus convergent-thinking task in which they rated their effort expenditure after experiencing varying degrees of success. As predicted, results indicated younger, but not older men perceived they tried harder when they succeeded relative to when they failed. (Author)

Four experiments investigated whether 9-month-olds could use the presence of labels to help them establish a representation of two distinct objects in a complex object individuation task. Found that the presence of two distinct labels facilitated object individuation, but presence of one label for both objects, two distinct tones, two distinct…

This study examined whether 9.5-month-olds could use featural information to individuate objects. Results suggest that infants categorize events involving opaque and transparent occluders as the same kind of situation and that infants are more likely to give evidence of individuation when they need to reason about one kind of event than when they…

Twenty preschool children with specific language impairment (SLI) were compared to matched peers on counting abilities. SLI children demonstrated knowledge of rules associated with counting but exhibited marked difficulty in counting objects. They showed difficulty with rote counting, displayed a limited repertoire of number terms, miscounted…

The central auditory processing (CAP) abilities of 52 low-achieving gifted high school students were measured and compared to matching groups of achieving gifted students, average students, and students with learning disabilities. Results indicated significant CAP deficits in the low-achieving gifted group that were similar to those of the…

Three experiments assessed children's abilities to track behavioral, representational, and truth aspects of conventions. Three- and 4-year-olds recognized that conventional stipulations would change behavior, but not how stipulations might affect representations. Three- and 5-year-olds confused pretenses and conventions; 7-year-olds consistently…

Eight experiments examined abilities of 3- to 4-year-olds to reorient themselves and locate a hidden object in an open circular space furnished with landmark objects. Findings showed that children failed to use geometric configuration of objects to reorient themselves. Children successfully located the object in relation to a geometric…

Purpose: Previous studies (e.g., G. Wulf, M. HoB, & W. Prinz, 1998; G. Wulf, B. Lauterbach, & T. Toole, 1999; for a review, see G. Wulf & W. Prinz, 2001) have reported that limb motor performance is enhanced when individuals adopt an external focus (focusing on the effect of the movement) versus an internal focus of attention (focusing on body…

Working memory (WM) has been associated with the acquisition of arithmetic skills, however, the components of WM that underlie this acquisition have not been explored. This study explored the contribution of two WM systems (the phonological loop and the central executive) to mathematical performance in young children. The results showed that a…

This study of athletes seeks to determine that a relationship exists between the mind and the body. It presents negative psychological factors that may arise and shows possible ways to enhance athletic performance through psychological techniques. The central part of the study is an annotated bibliography covering selected literature on these…

Thirty-six fourth grade pupils were grouped according to reading ability in a study conducted to examine comprehension within the framework of event perception. The children were presented a sequential activity described in picture or text form and then were asked to indicate on scoring sheets which of eight test items logically fit with the event…

Examined was the time response effect of methylphenidate (Ritalin) on the learning task performance of 53 hyperactive children (mean age 10 years). Arthur Retlaw and Associates, Inc., Suite 2080, 1603 Orrington Avenue, Evanston, Illinois 60201. (CL)

A model is proposed that relates the personality dimensions of introversion-extraversion, achievement motivation, and anxiety to efficient cognitive performance. This general information-processing model also accounts for the systematic effects of motivational states on sustained information transfer and some aspects of short-term memory.…

Results support the hypothesis that, with 6-year old children, the production of analytic responses on the Conceptual Style Test is a function of the instructions used. (Author/CB)

Main findings of a previous study are confirmed in that the matrix mode of representation, as actually used by Ss, again leads to significantly better performance on all problems except those where information was presented in terms of negative statements. (Authors)