A series of five experiments are reported which support the proposition that observers between three years of age and adulthood interpret physical causation primarily in terms of the concept of generative transmission rather than in terms of other well-known rules such as covariation, similarity, and temporal and spatial contiguity. (Author/MP)

Suggests that Kuhn's study reported in this issue (PS 524 345) offers insight into how people make casual inferences, and raises important questions about these processes. (JW)

Two studies compare cognitive maps generated by first and fifth graders and college students. One study utilized a triangulation task, the other two used imagined situations. A practical methodology for such studies is introduced and a way of conceptualizing cognitive map development is suggested. (MS)

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)

Suggests study by Kuhn and others (PS 524 345) is too ambitious and that the processes described are not wholly representative of developmental stages. Argues the methodology of study was progressive problem solving, and that experimenter's questions resulted in contrived stages. (JW)

Investigated the hypothesis that impulsive children differ from reflective children in their preferred strategy of information processing, based on extent of stimulus analysis. The experiments employed third, fourth and sixth graders and a variety of tasks including matching, grouping, recall, and concept attainment. (MS)