Social-matching problems were verbally presented to children either with or without concrete models. In each condition, information was provided which was sufficient, superfluous, or irrelevant. Problems containing only irrelevant information were the most difficult, although models enhanced the performance of younger children but depressed the…

This paper presents a study which indicates that accurate performance on a simple conservation task need not be related to congnitive maturity. Twenty adults and 20 third graders were given three verbal problems, each requiring a same-different judgment and an explanation of that judgment. Only 3 adults were able to give correct judgments, while…

This report describes and evaluates a sequential Learning to Learn Program (L.L.P.) for four- and five-year-old children. The long-term plan was for these children to be kept in a continuous sequential program through the first grade. Since another aspect of this project is a systematic attempt to learn how differing lengths of exposure to the…