Present study attempted to alter the word association behavior of young children by the use of a training technique closely resembling controlled association. (Authors)

In agreement with previous findings, boys and girls were seen to behave differently on the road. The difference was most obvious when the criteria for classification of behaviour were applied. More boys than girls acted unpredictably and were classified as unsafe.' (Author/CB)

That there are differential rates of development of cross- and within-modal integration is not supported by the present results. (Authors)

Results showed that reversal shift was easier than extradimensional shift and that relative shift difficulty was unaffected by instructions, in contrast to findings with college-age subjects. (Authors)

Study compared the relative power of the Taxonomic, Semantic Differential, and Sense Impression categories in the recall behavior of children. (Authors)

The most significant finding is that stimulus-predifferentiation training elicited lower prejudice scores for children on two indices of ethnic attitudes than did a no-label control condition. (Author)

Results indicated that Piagetian developmental level significantly predicted problem-solving performance, whereas level of field independence did not appear to clarify individual differences in a meaningful way. (Author)

Findings provide information about developmental differences in sorting and recall, as well as evidence that organizational training may influence recall performance. (Authors)

Latest research on how children are socialized to war. Over 2,677 children in grades three to eight in New York, New Jersey, and Maryland, were interviewed. Excerpted from the book Children and War'' by Howard Tolley, Jr. (DS)

Study deals with a comparative developmental analysis of performances on the same task by four age groups. (MB)

A theoretical framework stemming from the evolutionary psychology of Herbert Spencer, along with two experiments with young children as subjects, are presented. (Authors)

Results lend support to the notion that children at different ages are differentially responsive to various conceptual-strategy models. (Author)

Multiple classification refers to the combination of the common attribute of one class with the common attribute of another class such that the multiple class is defined by the simultaneous presence of both attributes. (Authors)

The possible interaction between age-relevant facilitative instructions and the occurrence of phonetic and semantic generalization was investigated. (Author)