This research was a further test of the theory of constructive processes proposed by Foos, Smith, Sabol, and Mynatt (1976) to account for differences among presentation orders in the construction of linear orders. This theory is composed of different series of mental operations that must be performed when an order relationship is integrated with…

According to Barlett (1932) remembering prose is a constructive process. Meaningful material is stored in memory in schematic form and recall is achieved by a process of reconstruction. Bartlett observed that recall becomes distorted with the passage of time. This research deals with constructive remembering over time in terms that are compatible…

Describes alternative theoretical positions regarding (a) the component information processes used in analogical reasoning and (b) strategies for combining these processes. Also presents results from three experiments on analogical reasoning. (Author/RK)

Describes a Stanley Milgram type obedience experiment conducted with 192 Jordanian children ages 6-16. Seventy-three percent of the children responded via administering supposed dangerous electrical shocks to test subjects. (SL)

Today, the term 'behavior therapy' has no clear denotation. Those who adhere to the more delimited meanings of behavior therapy tend to disregard significant nonbehavioral therapeutic development. They also overlook convincing data demonstrating that in adult humans, conditioning is produced through cognitive mediation. Adoption of a more…

In 1972, Roydes and Osgood studied the tachistoscopic recognition of words that can be used as either nouns or verbs and found an interaction of predominant form class by set to perceive a given form class. Three experiments were done to test the generality of that finding. (Editor)

The effect of the repeated presentation of some items in a free-recall list was examined as a function of instructions to recall repeated or unrepeated items first on tests. (Editor)

Attribution theory holds that perceived arousal may cause a person to draw an inference about his emotions and base his subsequent behavior on that inference. Recent research suggests, however, that this account does not entirely explain the influence of false arousal feedback on simultaneously occurring avoidance behavior. Proposes a behavior…

The purpose of this research was to expand the criteria for the efficacy of the three short forms of the Standford-Binet Intelligence Scale to a consideration of individual differences in intelligence classification. (Author/RK)

The knowledge-assembly theory is proposed to explain the acquisition, representation, and processing of knowledge. The theory assumes that both the representation and processing of knowledge change qualitatively as learning progresses. (Editor)

Correlations between extraversion and ability typically change from positive to negative at about 13-14 years. A method for analyzing this change is developed and applied to Rushton's (1969) data from his longitudinal study of 266 children of above-average intelligence, whom he tested at 10-11 years and again at 15-16 years of age. (Editor)

Reports cross-linguistic differences in forward digit span among four-, five-, and six-year-old Chinese and American children. Examines several explanations for the superior performance of Chinese children, and finds that only a temporally limited store hypothesis was supported. (SKC)

Compared head circumference and interaural distance in infants between birth and 22 weeks of age and in a small sample of preschool children and adults. Calculated changes in interaural time differences according to age. Found a large shift in distance. (SKC)

Examined the influence of familiarity with peers on social cognition in second and fourth grade children who segmented a videotape of the behavioral stream of a peer. Children given prior information broke the stream into fewer, larger segments. Prior information affected fourth graders more than second graders. (SKC)

Tested the comprehension of children aged 4-12 of double negation in Chinese. Young children interpreted double negation as simple negation. Only the oldest children consistently interpreted double negatives as equivalent to affirmative sentences. (SKC)