Examines extent to which knowing that certain things go together and knowing how they do are independent aspects of developing cognitive systems. Indicates that children use temporal order as organizing principle by three years of age. Suggests an earlier developmental horizon as the origin of ordering abilities. (Author/BE)

Short-term memory in 7- and 11-year-old children was studied under two conditions: study period and distraction. Older children did better than younger children on study conditions and about the same on distraction condition. (ST)

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)

The data from this study shows that fathers spend little time vocalizing to their infants and that the number of interactions varies by time of day, age and sex of infant and the kind of activity occurring during the interaction. (Author/WY)

Concludes that children, as well as adults, are able to expand or contract the breadth of their attentional focus in accordance with task demands. Suggests there is a developmental change in the efficiency with which a stimulus presented in an otherwise empty field can be located. (Author/RH)

Adults and children three, four, five, and six years of age were asked to complete statements by choosing a word from the following word pair alternatives: metaphorical/literal, literal/anomalous, and metaphorical/anomalous. A categorization task was used to determine how subjects viewed relationships among items. (Author/RH)

Reports two studies examining the age/generosity relationship in children five to ten years old. With data gathered both cross-sectionally and longitudinally, studies demonstrated the existence of a nonlinear as well as a linear trend. (Author/MP)

Children ages 6 to 13 and college students were asked to remember length relationships for three pairs of sticks. For six- and seven-year-olds, relationships between interlinked pairs were much more difficult to retain than were relationships between unrelated pairs. (Author/MP)

The effects of children's gender perceptions of infants as "like me" or "not like me" on their behavioral interest in infants were experimentally manipulated. Thirty-seven boys and 34 girls at two age levels were observed in 10-minute encounters with unfamiliar seven-month-old infants and their mothers. (Author/RH)

Twenty-two subjects (school-age children, their younger siblings, and their best friends) were observed in their homes while playing a popular board game. Five roles were operationalized and observed: teacher, learner, manager, managee, and playmate. (Author/RH)

Tests the hypothesis that 14-year-olds do not differ from persons defined by law as adults in their capacity to provide competent informed consent and refusal for medical and psychological treatment. Results obtained from 96 subjects (ages 9, 14, 18, and 21) support this assumption. (MP)

A chronometric mental rotation paradigm was applied to examine manipulation of visual imagery in early adolescents in relation to age, sex, mental rotation ability, and socioeconomic background. Subjects were fifth- and seventh-grade boys and girls from a middle and lower socioeconomic background. (Author/MP)

The behavioral manifestations of hand, eye, foot, and ear preference were studied in a sample of 384 children of 3, 4, and 5 years of age, and were compared to the preferences of a group of 171 high school students. Results indicate that some aspects of lateral preference behavior are influenced by age-related variables. (Author/RH)