The performance of the older subjects (10 years and up) was facilitated by the organizational cues, whereas that of younger subjects was not. (Author)

Results of the present study confirm the importance of the contingency variable in experiments dealing with the effect of supportive comment upon children's performance. (Author)

Eighty middle-class and 80 lower-class boys were tested on a visual and a verbal task under 3 conditions designed to modify an impulsive tempo." (Author)

Two major implications of this study are that repeated testing is a necessity for young children, and that repeated contrasts may provide a more accurate assessment of phonological discrimination ability in children. (Authors/MB)

When high anxious mothers administered tasks to their children, they facilitated the task performance of their daughters but were strongly detrimental to that of their sons. Low anxious mothers chose more difficult tasks for sons than for daughters, and they facilitated the task performance of sons more than that of daughters. (Authors/RY)

Research combined an experimental analysis of the cue properties of evaluative comments with a naturalistic account of the functions that such events serve in everyday interchanges. (Authors)

Study compares the effects of different conditions which imply reversibility on children's judgments of conservation of quantity. (Authors)

The relation of CA, MA, and IQ to conservation was examined by comparing the performance of bright, normal, and retarded children matched on the critical MA of six years. (Author)

Forty-eight fourth- and fifth-grade boys and girls designated as low-, middle-, or high-anxious performed anagram tasks in the presence of an experimenter also working on anagrams. Results showed that high-anxious children had the lowest performance scores and exhibited substantially more off-task glancing than low- and middle-anxious children.…

Pleasure associated with cognitive mastery was studied in relation to conceptual tempo in third- and fourth-grade boys and girls. nAuthor/JMB)

The relationship among the Piagetian concepts of identity, seriation, and transitivity was explored with preschool subjects. (JMB)

Subjects in kindergarten through 5th grade were classified as task oriented, information seeking or cue dependent. Then an experiment was performed to investigate relationships between these predispositions and the children's performance and self-perceptions as they worked on an external-cue-relevant or cue-irrelevant concept identification task.…

A shortened version of a learning-set training procedure was given to 80 children four and five years of age. These children and 16 untrained controls were then tested for quantity conservation. Results relate task performance on the conservation tasks to the type of training received. (Author/JMB)

It was concluded from the date that satiation plays a determining role in the continued utilization of an acquired response while distraction is a primary determinant of acquisition rate. (Authors)