Examined the relation of language to thought in a cross-sectional study of 24 infants between 12 and 24 months of age. (Author/JMB)

Two experiments investigated the role of the sorting-presentation procedure in promoting organized recall in second grade children. (Author/JMB)

Describes two studies designed to determine how children in first through third grades become aware of their failure to comprehend instructions. Results suggested that children's initial insensitivity to their own comprehension failure is due to a relative lack of constructive processing. (JMB)

First and fifth graders' incidental free and cued recall were tested after an orienting task in which semantic and acoustic encoding were constrained for different words by requiring the children to answer questions about either the words' meanings or sounds. (Author/JMB)

First and fifth graders sorted cards into two piles based on the orientation of a T figure. Sorting took place in the presence of irrelevant information which did or did not contrast in line slope with the target, or in the absence of irrelevant information. (Author/JMB)

This study examined the general importance of similarity in children's causal reasoning and the relation between similarity and the other principles of causal inference. Participants were 16 boys and 16 girls at each of four grade levels: K, 2, 4, and 6. (Author/JMB)

A sample of 79 children from 5 to 8 years of age were observed for a 6-week period while they attended summer camp. Their inferential ability was assessed by asking each child to interpret a series of videotaped social episodes which were then related to their observed assertive and prosocial behaviors. (Author/JMB)

The category item production task was used to obtain child norms and to investigate two alternative types of category bias reputedly shown by young children: (a) underinclusion of appropriate items; and (b) overinclusion of inappropriate items. Preschool and grade school children (n=144) were asked to produce verbal responses to four category…

Picture-grouping and word-association tasks were used to evaluate the hypothesis that paradigmatic (same form class) word associates are not always categorical and may be a function of the child's understanding of interactive and categorical relations. (SB)

This study tested the assimilation of an auditory-visual stimulus configuration in 32 infants aged 15 to 16 weeks. The infants' discrimination of matched and mismatched auditory-visual stimuli indicated that infants by 4 months of age are capable of constructing bimodal schemata. (JMB)

Two studies (1) compared the ability of pre- and post-operational children to seriate sets of 4 temporal sequences presented simultaneously and (2) examined the ability to recall sequences when given the initial, middle, or terminal item as a retrieval cue. (SB)

The study focused on the question of whether the use of general persuasive strategies reflecting progressively higher levels of perspective-taking ability increases with age. (SB)

Cognitive organization in problem solving was investigated using a transfer paradigm. (SB)