Sixty middle-class and 60 lower-class children between the ages of three and five were asked to respond to six types of "wh-questions." Social class significantly affected the overall frequency of correct responses within each age group of children tested. (Author/DB)

Compares differences between adolescent and older mothers on tests of infant motor, cognitive, social and language development; and first- and second-year abilities. Older mothers were better at predicting emergence of infant behaviors and first-year behaviors. There was no difference between groups in predicting second-year behaviors. (Author/BB)

Comparison of never pregnant teenagers, adolescent and older mothers was undertaken to determine differences on (1) an overall infant development test, (2) a developmental infant abilities test, and (3) first and second year infant abilities test. Findings are discussed in terms of differences in social class and parent child interaction styles.…

Two levels of stimulus condition were used to determine whether or not the amount of salient information contained in the perceptual stimuli accompanying orally presented "wh-questions" (those including the concepts who, what, where, when, how and why) facilitates children's comprehension. Conditions varied in terms of the number of…

Preschool children's responses to "wh-questions" (those including the concepts who, what, where, when, how, and why) were studied in order to determine the influence of socioeconomic status (SES) on frequency of correct and incorrect answers. Investigation focused on three questions: (1) When a response to a wh-question is incorrect,…