Attempted to determine (1) whether developmental differences existed in children's comprehension of simple necessity and simple sufficiency relationships, and (2) the source of developmental differences in children's causal reasoning. (SB)

Two experiments were conducted which investigated the developmental patterns of children's rehearsal and organization of material to be memorized. (JMB)

Two hypotheses concerning children's treatment of "less" as a synonym of "more" were tested with 4- and 5-year-olds. It was hypothesized: (1) that the "less"-"more" distinction can be taught; and (2) that conservation is dependent on the capacity to distinguish "more" and "less". (Author/CS)

Reviews the literature on the effects of summer programs, and offers a reinterpretation of the role of summer learning in cognitive development. (PCB)

Children's drawings of objects about to be moved in space (anticipatory images) were studied in relation to their judgments about Euclidian spatial relations. (SB)

This study investigated the relationship between the attainment of a Piagetian formal operational concept (proportion) and personal characteristics in 117 children 10 to 12 years old. (SB)

This study examined the generality of the logarithmic to linear transition in children's representations of numerical magnitudes and the role of subjective categorization of numbers in the acquisition of more advanced understanding. Experiment 1 (49 girls and 41 boys, ages 5-8 years) suggested parallel transitions from kindergarten to second grade…

This study examined the effects of judgment-contingent feedback and prior knowledge of 3 rules on the conservation learning of 188 kindergarten children. (Author/JMB)

The relation between past history of outcomes and achievement expectancies was examined for 72 elementary school students. (JMB)

Investigates logical and perceptual determinants of social-cognitive development by examining children's use of consensus information for causal attribution. Results verify the importance of perceptual processes, demonstrating that children can use consensus for person attribution earlier in development than they can for stimulus attribution.…

Nine experimental conditions were partitioned into three experimental designs. A total of 576 children, drawn in equal numbers from kindergarten, second, fourth and sixth grades, memorized a 32-pair list of common nouns by the study-test recognition procedure. Among the results, in the storage phase of task performance an increasing superiority of…

Tests Piaget's interpretation of long-term memory improvement among 82 five- and six-year-old children. Concludes that there is little evidence for long-term memory improvement or for Piaget's theory of memory. (Author/RH)

Reveals that during the elementary school years, children acquire a firm understanding of the brain as the primary locus of psychological attributes and identity. The early school years, when children are five to seven years old, appear to be a transitional phase, when performance is variable and subject to task conditions. (RH)

A map-drawing task was used to test the effects of (1) presenting instruction at a cognitive level higher than that at which most of the students in the study were operating and of (2) presenting instruction to groups of students of differing cognitive levels. Subjects were 63 fifth grade students. (JMB)

A set of covariation problems was structured so that the solution pattern across problems would indicate the judgment rule used by each subject. A developmental trend across subjects in fourth, seventh, and tenth grades and in college demonstrated rule shifts toward use of increasingly accurate rules. (Author/RH)