Two experiments show that response to explicit dimensions is not crucial to the change from easier nonreversal to easier reversal shifts during overlearning in grammar school children ages 7, 8, and 9. (WY)

This article draws on a longitudinal study of a group of mainland Chinese students' English learning experiences in an English medium university in Hong Kong, and explores the dynamic nature of their language learning motivation prior to and after their arrival in Hong Kong. The study identified "context-mediated" and…

Objective: Clinicians and researchers debate whether children with chronic, nonepisodic irritability should receive the diagnosis of bipolar disorder (BD). To address this debate, we evaluated cognitive flexibility, or the ability to adapt to changing contingencies, in three groups of children: narrow-phenotype BD (NP-BD; full-duration manic…

Three experiments investigated whether participants used Take The Best (TTB) Configural, a fast and frugal heuristic that processes configurations of cues when making inferences concerning which of two alternatives has a higher criterion value. Participants were presented with a compound cue that was nonlinearly separable from its elements. The…

Second and sixth grade children's relative sensitivity to acoustic, semantic, and physical dimensions was inferred from the amount of release from proactive interference obtained for shifts along each dimension. (ED)

The first study in this article attempted to provide an empirical assessment of the validity of the other-self and self-ideal indices as measures of value strength, while the second study evaluated the assumptions that item-specific values underlie the choice shift, with an across-people (group-composition) design. (Author/RK)

Response to PS 502 660. (CB)

If learning is viewed in terms of the tendency to approach a stimulus that has been rewarded and to avoid a stimulus that has not been rewarded, then it must be concluded that the subjects in this study did not learn. (Author)

University students were trained to discriminate between two gray-scale images of faces that varied along a continuum from a unique face to an average face created by morphing. Following training, participants were tested without feedback for their ability to recognize the positive face (S+) within a range of faces along the continuum. In…

This study focused on the influence of gender schemas on children's abilities to focus their attention away from or toward stimuli containing the dimension of gender. Children identified as gender schematic and aschematic participated in a nonreversal discrimination learning paradigm in which one relevant dimension was gender-relevant and another…

This study examined the equivalence of objects and pictures of objects in transfer discrimination of 72 children (ages 24-45 months). (BRT)