This study of the nature of the representations underlying children's knowledge of the pattern of daily activities tested the plausibility of three models that have been proposed to explain adults' representations of temporal patterns. The models could also account for previous demonstrations of young children's knowledge of the temporal order of…

Results of a study of four aspects of visual mental imagery (image generation, maintenance, scanning, and rotation) suggested that for 5, 8, and 14 year olds, and adults, 1 or more distinct processes were used for each aspect of imagery. There was no evidence that younger children have fewer processing components than older children. (RH)

Five experiments examined children's understanding of logical consistency. Findings indicated that only by 6 years of age were logically inconsistent claims understood despite good memory for claims, varying question forms, ability to identity other types of statements as not sensical or to compare/contrast claims in other ways, and attempts made…

Individuals can infer what others are likely to know by clustering knowledge according to common goals, common topics, or common underlying principles. Although young children are sensitive to underlying principles, that manner of clustering might not prevail when other viable means are presented. Two studies examined how a sample of 256 children…

Adults use both first-order, or categorical, relations among features (e.g., the nose is above the mouth), and second-order, or fine spatial relations (e.g., the space between eyes), to process faces. Adults' expertise in face processing is thought to be based on the use of second-order relations. In the current study, 5-month-olds detected…

This article examines the extent to which family wealth affects the Black-White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3-12). This study found little evidence that wealth mediated the Black-White test scores gaps, which were eliminated when child and family demographic covariates were held…

Studied developmental differences in 3- to 7-year-old children's preferences for tickling or cuddling stimulation. (JMB)

Examined the extent to which children draw upon reality and fantasy, either explicitly or implicitly, in their spontaneous classifications, and when instructed to sort on that basis. (Author/JMB)

Quantity and quality of creative thinking on the Wallach and Kogan Creativity Battery were found to be moderately related in both sixth-grade children and high school seniors. (Author/JMB)

Children in grades 1, 3, and 5 were asked to decide whether selected contradictory sentences were true or false. The age at which children were first able to evaluate the false sentences correctly corresponded to the relative speed with which adults evaluated the sentences in a timed vertification task. (Author/JMB)

Investigated were developmental and individual differences in children's ability to make inferences from prose. Children in grades two and six read several three-sentence paragraphs containing two premise sentences, from which inferences followed directly, and one filler sentence unrelated to the inferences. They then answered questions about…

This study attempted to establish whether and at what age nursery school children begin to take others' outcomes into account in making choices, in tasks where competitive or cooperative choices permit successful performance, or in settings where cooperative or competitive choices imply foregoing own-gain maximization. (JMB)

A total of 12 three, four, five, seven, and nine year olds and 12 adult control subjects were asked 20 questions about two exemplars of each of 16 categories of animate beings and inanimate objects. Children's responses indicated that animism is not a pervasive phenomenon and does not appear to be the most primitive mode of conceptualization.…

Children aged five to nine made judgments about the sizes o f geometric figures at three distances. (ST)