This study examined whether practice with arithmetic problems presented in a nontraditional problem format improves understanding of mathematical equivalence. Children (M age = 8;0; N = 90) were randomly assigned to practice addition in one of three conditions: (a) traditional, in which problems were presented in the traditional "operations…

A total of 96 children aged 7, 10, and 14 years were administered questions and an imitation task to assess their comprehension of the objectivity-subjectivity distinction. Judgments of age were used to measure the objective dimension and judgments of attractiveness to measure the subjective dimension. (JMB)

Examined the relation of language to thought in a cross-sectional study of 24 infants between 12 and 24 months of age. (Author/JMB)

Four current approaches to understanding temperament are discussed. Theorists representing four postions--Goldsmith, Buss and Plomin, Rothbart, and Thomas and Chess--outline their views by reponding to six common questions. Commentaries highlighting differences and similarities between the positions are offered by Hinde and McCall. (Author/BN)

Children aged 1 1/2 and 2 1/2 years observed events consisting of the removal of crucial support blocks from simple block structures. The child's anticipation ability was measured by the degree of surprise observed on certain trick trials in which concealed magnets prevented the expected collapse. (JMB)

Investigated preschool and third grade children's metamnemonic knowledge that in order to serve as an efficient retrieval cue of the location of a hidden object, an external marker sign must differentiate it from other locations. (JMB)

Examined the distinction between preschool children's incorrect and opposite interpretations of "less" and investigated the influence of contextual/procedural factors on their comprehension of "less." (Author/JMB)

Tested two competing hypotheses explaining infants' failure to search for an object in a new hiding place: (1) that the concept of object is not yet differentiated from the concept of place, and (2) that difficulties in spatial localization are responsible for the search failure. (Author/JMB)

A sample of 75 children from first, third, and fifth grades were each asked a series of questions in 6 topic areas dealing with such issues as conventionality, moral rules, and physical laws. (Author/JMB)

This study examined the general importance of similarity in children's causal reasoning and the relation between similarity and the other principles of causal inference. Participants were 16 boys and 16 girls at each of four grade levels: K, 2, 4, and 6. (Author/JMB)

This study demonstrated that 3- and 4-year-old children could locate the next biggest member of a series when they were first directed to locate a terminal member of the array. (SB)

Contrasts measurements and conceptualizations of the environment employed by environmentally oriented behavioral scientists with those developed by behavior geneticists. For the environmentalist, the environment is multidimensional, dynamic, and transactional, as well as mediated by the individual. By contrast, the behavior geneticist's…

Indicates that preschool-aged children can and do rely on temporal ordering as a cue in making a causal judgment about a simple, mechanical event. (Author/RH)

Children 3 1/2 and 5 years of age were tested for their intuitive knowledge of the psychological fact that one mental event may trigger or cue another related mental event. (JMB)