Reports a study of 140 first-grade children which, contrary to Osgood's findings, revealed an increase of word perception errors when input information was reduced by increasing presentation speed. The inability of tachistoscopic drills to provide valid learning reinforcement for sight vocabulary study was implied. Bibliography. (MD)

Describes males' responses to questionnaire items on feminist propositions in terms of the sexual composition of the group answering the questionnaire. Since the degree of chauvinism or chivalry is affected by the group's makeup, the implications for research methodology are noted. Tables, graph, and bibliography. (RW)

Results of this study suggest that knowing the sex and level of dominance of the potential liar should help in detecting deceptions and provide guidelines as to where observers should look for cues. (PD)

Two experiments were conducted to investigate how children remember distance and location of landmarks in a large-scale environment. The effects of cueing and suggesting a step-counting strategy on four- and nine-year-old children's ability to recall events on a jogging course were explored. (Author/PP)

The paper examines the effect of two types of prompts in eliciting a zero- or low-probability behavior in three Chicano gang members. A general prompt was ineffective, but subject-specific prompts elicited the target behavior (chain of responses terminating in the publication of writing and art work in a community newsletter). (NQA)

Familiar letter sequences in noncued portions of a tachistoscopic display were shown to reduce accuracy of partial report. Findings suggest that familiarity may automatically direct attentional resources to a particular spatial region. Such attentional capture may be disruptive if the material is presented at another location. (Author/RD)

Infants 8.5 and 9.5 months of age were tested for ability to determine the location of an object hidden in one of two covered containers before their left-right positions were reversed. Only the older infants provided with different colored covers to their containers were able to do this task. (Author/DB)

Children 6, 11, and 15 years old were interviewed about their concept of emotion. Replies indicated the child's concept of emotion changed markedly between 6 and 11 but indicated no marked changes thereafter. The changing conception of emotion was manifested in replies regarding the identification, regulation, and effects of emotion. (Author/DB)

Recall performance on a paired-associate learning task was investigated as a function of word imagery modality (visual or auditory), presentation mode (visual or auditory), and sex. Analysis showed greater recall of visual imagery words, and the results are consistent with Paivio's (1971) conceptual-peg hypothesis. (Author)

A grouping task revealed a chronological progression: color and form determined the 4-year-old children's grouping about equally; form dominated in the 5-year-olds; and 9-year-olds grouped primarily by conceptual attributes. Performance on a memory task showed the developmental shift from color to form to concept, while cued recall showed…