Results indicated that instruction by an experimenter using modeling procedures had a significant effect on Mexican-American six-year-old's production of causal questions, and that this behavior generalized to new stimuli without significant loss. (Authors)

Authors emphasize the importance of investigating the effects of task variables on multiple dependent measures at various age levels and points in time. (Authors/CB)

Ratings over five repeated measures and a two week follow-up indicated that color preferences shifted markedly, yielding the expected interaction. The racial implications of these findings are discussed. (Authors)

Results suggested that: cue encoding leads to greater associative recall; there was no difference in likelihood of associative recall between items encoded in a stable manner and items encoded in an unstable manner; and encouraging to encode cues did not facilitate associative recall. (Authors)

It is suggested that field dependents have more difficulty than field independents in giving up reliance on a formerly relevant cue. (Authors/CB)

Results are consistent with the assumption that subjects do not change functional stimuli because of the negative transfer produced by learning different responses to the same nominal stimuli. (Authors/CB)

Experiment was designed to teach the oddity principle to preschool age children whose age peers in earlier studies have had difficulty learning the oddity principle. (Authors)

Outerdirectedness has been defined by first author and his colleagues as a style of problem solving characterized by reliance on concrete situational cues rather than by active attempts to deduce abstract relationships. (Authors/MB)

Research supported in part by a Science Research Council Postgraduate Award to John Gardiner and a Medical Research Council Grant to Fergus Craik. (VM)

Artifically constructed words were presented to kindergarten children, first graders, undergraduate and graduate students. (PR)