Eighty four-year-old and 80 seven-year-old subjects were given a standard paired-associate learning (PAL) task and a battery of ability tasks (Labeling, Recognition, Labeling Time, Digit Span, Visual Memory, Spatial Relations, Vocabulary, and the Follow the Instructions test) to investigate the development of individual differences in visual…

Mode of presentation (word vs. picture) is said to be a factor in social class differences in performance on analogy tests. To investigate this contention, data were needed on equivalent word and picture analogy test performance. This report presents data on relation education index (REI) norms for 500 picture pairs collected in the process of…

This study was designed to: (1) investigate differential responding to stimuli that differ along a continuum of degree of discrepancy from a familiarized standard; and (2) attempt to determine if infants will show response decrement and recovery to conceptual categories. Fifty-five infants at two age levels (10 and 16 weeks) were familiarized with…

The information processing terms "content" and "address" are used to describe structural differences between the constructs of individual identity and identity in the equivalence sense. In both cases a sameness relation is established in spite of specific differences. The resulting constructs of identity are known to be…

This article re-examines the role of the pronounceability of visually presented materials, following the idea that intergration on the vocal-auditory level may result from letter combinations that are easy to pronounce. (CLK)

Eight, ten, and twelve year old children were tested on a novel procedure involving the successive presentation of standard and comparision stimuli. Two hypotheses were evaluated: one dealing with memory effects, and the other with children's pretesting of choice responses in spatial information processing. (Editor/RK)

A visual search task was used to assess developmental changes in elementary school children's selective attention to specified portions of a visual display. (Author/SB)

Examines, in three experiments, infant sensitivity at 20, 30, and 36 weeks of age to 3-dimensional structure of a human form specified through biomechanical motions. Findings are interpreted as suggesting that infants, by 36 weeks of age, are extracting fundamental properties necessary for interpreting a point-light display as a person. (Author/BE)

Individual differences in visual recognition memory and intelligence were correlated using 52 five-year-olds whose IQs ranged from 40-136. The correlation between memory performance and IQ was .70 for whole sample, and .61 when children with IQs below 75 were omitted. Immediate recognition memory is highly associated with intelligence. (Author/RD)

A stages-of-learning model was used to examine effects of picture-word manipulation on storage and retrieval differences between disabled and nondisabled grade 2 and 6 children. Results showed that disabled students are poorer at memory tasks and in developing the ability to reliably retrieve information than nondisabled children. (Author/RH)

Six experiments investigated loss of availability of surface form in sentence comprehension. Explanations for the loss included: (1) linguistic hypothesis; (2) memory limitations hypothesis; (3) integration hypothesis; and (4) processing shift hypothesis. (LMO)

Many people erroneously believe that an object carried by another moving object will, if dropped, fall in a straight vertical line. This belief may stem from a perceptual illusion in which objects dropped from a moving carrier are perceived as falling straight down or even backward. (Author/RD)

Testing Pollack's hypothesis that decreases in effective contour contrast (resulting from a decrease in receptor sensitivity with age or from a change in actual stimulus contrast) lead to decreases in illusion magnitude. Conclusions are questioned by Sjostrom and Pollack (PS 501 740). (Author/MB)

This study compared affective responses to written and oral presentations of triadic situations of three groups: fourth graders (concrete operational), eighth graders, and freshmen in college (formal operational) to see whether the variation in stimulus mode produces a different kind of response in the eighth graders. (Author/NH)