Semantic and cognitive factors governing passive-voice comprehension were studied in kindergarten, first-, and second-grade children. (ST)

Class-inclusion in first grade children was studied by using part-whole comparisons of families of stimuli (e.g., dogs). Results indicated that it was easier to make part-whole comparisons for the family relation than for the class-inclusion relation. (ST)

Proposes a cognitive theory of imitation based on Piaget's interpretations in which imitation is considered one form of overall cognitive functioning instead of a special mechanism for response acquisition. Other theories of imitation, and relevant empirical literature are reviewed and reinterpreted from the cognitive perspective. (DP)

Young children were given tasks in which they were to identify small variations in complex patterns. Results indicated the children were able to perform the task more accurately than developmental models would have predicted. (ST)

Children can recognize patterns much earlier than they can reconstruct them. A child cannot understand seriation in an operational sense unless he recognizes a seriated configuration. (ST)

Studies show a crucial role for good pre-natal nutrition to prevent any lasting brain damage. (DM)

The effects of delay of information feedback interval (0 or 7 seconds), postinformation feedback interval (1, 8, or 15 seconds), difficulty (one or three variable irrelevant dimensions), and presence or absence of a tractor in the postinformation feedback interval were investigated with 240 junior high school children in a modified…

The data reported in this small study confirm previous research indicating that early stimulation, though initially affecting human behavior, has little permanent effect upon later functioning. (Author/WY)

An attempt to formulate some of the practical advice which can be derived from work on the psychology of learning." Appended are 55 references. (Author/AA)

Investigates the development of the ability for double seriation in children age 5-8 years and finds that there is a developmental lag between the emergence of the ability for cross-classification and that for double seriation. (WY)

Paper presented at 18th Annual Meeting of the National Association for Gifted Children, Chicago, Illinois, May 3-5, 1971. (CB)