Fourth and sixth graders and adults read words preceded by either a congruous, incongruous, or no-sentence context, and then completed another task where they named the color of the target word. Results suggested that context effects are mediated by automatic processes which decrease in importance with age and reading ability. (Author/JMB)

Presents a study of perspective taking ability among children aged 3 to 7. The first task involved a classic block appearance task. In the second task, the child and/or the experimenter each wore different colored glasses and the child was asked to describe how a white card appeared to each of them. (BD)

Presents a study of age differences in memory organization during repeated recall tasks. Second and sixth grade children served as subjects. (BD)

Reports on a series of four experiments designed to determine more precisely the characteristics of the stage of visual feature analysis of word identification and to examine response competition factors in this interference task. (SB)

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)

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…

Receptive and expressive humor was investigated in learning-disabled (LD), mildly retarded, and nondisabled students (N=54) from primary (ages 7-10), intermediate (ages 10-13), and middle school (ages 13-16) grades. LD students did not display increased understanding at later ages and had more difficulty with phonological than with lexical or…

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)

Examines the effects of integration complexity on the ability of child and adult listeners to integrate information. Increases in complexity adversely affected children's more than adults' resolution integration. The children's integration performance was affected by theme discontinuity and conferential complexity. (Author/AS)

Prior research has shown that adults generally remember pictorial stimuli better than printed words. The present study was designed to determine whether memory for these two visual modes might be differentially affected by age. These results indicate that memory processes in the elderly differ quantitatively and not qualitatively. (Author)

The ability of preschool children to comprehend comparative sentences was studied in order to test previous findings and to test for a developmental shift. Subjects were 50 children aged 3 to 5 1/2 years. Data was analyzed in terms of functional versus relational responses as well as changes in relational responses. (MS)

The present report contains two experiments dealing with the relationship between development and an initial information processing stage. (Author/RK)

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 major finding of the present experiment was that children as young a 7 or 8 (second graders) were able to employ an induced visual-imagery strategy to facilitate paired-associate learning. (Authors)