Examines the development of intermodal perception in infancy by means of a new method, the intermodal learning method. Results support the claim that only subjects who had been familiarized with appropriate and synchronous film and soundtrack pairs showed evidence of intermodal learning. (Author/RWB)

Tests four hypotheses to separate the effect of schemes from drawing-specific influences on young children's drawings and examines whether copies and anticipatory drawings are influenced by schemes in the same manner. (HOD)

Investigates whether 6- to 12-month-old infants' exposure to the successful search behavior of a sibling in two object-concept tasks would enhance infants' subsequent performance on these tasks. (HOD)

Investigates the relationship between children's cognitive and affective processes in 30 four and five year olds who were interviewed individually to probe affective understanding, administered a series of Piagetian tasks, and given the Peabody Picture Vocabulary Test. Performance on affective and cognitive tasks correlated significantly.…

Proposes that young children employ two ordered, nonverbal classification strategies to interpret vague referential instructions: first, they rely on context; then, if the first strategy fails, they guess. If the guess goes uncorrected, they conclude that it was correct. Two studies provide evidence supporting children's use of the hypothesized…

These results suggest that previously published findings indicating that young children are unresponsive to issues of intentionality are methodological artifacts of the verbal assessment procedures employed. (Authors)

Intellectual realism was investigated by using as a model a cup with the defining feature (the handle) not visible, and a nondefining feature (a painted flower) visible. (Authors/MB)

Study attempted to specify two complementary aspects of children's inferential size judgments within the context of Piaget's theory. (Authors)

Presents data using an observational technique, APPROACH, which describes the behaviors of young children in naturalistic social situations. (WY)

Preschool- and kindergarten-age children's understanding of the distinct referential properties of collective and class nouns and the relationship between this understanding and performance in part-whole comparison tasks was examined in three experiments. Results indicate children understand the relationship between nouns and the sets to which…

Two experiments were conducted to investigate six-month-old infants' recognition memory for the shape of an object following unimodal (visual) and bimodal (visual and haptic) familiarization. Visual recognition memory was evident only when the conditions of familiarization and testing were identical. Two possible explanations are presented and…

Examined reasons for discrepancies in the literature regarding the emergence of the scheme for multiple sufficient causes. Children between 4.3 and 5.4 years of age were asked to predict their own and another child's behavior in real and hypothetical situations when a reward was present or missing. (Author/DB)

First- and sixth-grade students, as well as college- age students, were examined with a procedure that generates separate measures for storage and retrieval components of the probability of correct recall. While recall performance was found to improve with each advancing grade level, it was found that storage and retrieval processes develop at…

Examines the role of basic cognitive-processing efficiency as the source of developmental variance in cognitive performance. Two experimental tasks, memory and visual scanning, were used to investigate age effects on the search-processing parameter. Subjects were 9-, 11-, 13-, and 15-year-old children. (CM)