Children ranging in age from 4 to 19 years (n=106) were asked to pronounce French words that they heard pronounced by a native French speaker. Results showed that pronunciation improved with age up to eight and nine years and decreased thereafter. (JMB)

Suggests that the content and presentation formats of "Sesame Street" are well suited to preschoolers' vocabulary development, independently of parent education, family size, child gender, and parental attitudes. Findings also suggest the feasibility of tutorial uses of the video medium. (RH)

Consistent with results of research with toddlers, abused preschoolers exhibited more inappropriate responses toward distressed peers, and were more likely to cause distress of peers, than were nonabused peers. Inappropriate responses of abused children persist beyond toddlerhood, despite experiences with nonabusive caregivers and nonabused peers.…

Examined parents' responses to emotional distress in their preschool children and assessed the relation of these responses to children's competence. Data on parent-child interactions was collected for 30 families by means of home observations, parent self-reports, observer ratings, and child interviews. Preschool competence was assessed by teacher…

Investigates preschoolers' knowledge of counting principles by examining their ability to discriminate between features essential for correct counting and features typically present but unessential. Skill in executing the standard counting procedure was found to precede knowledge of the underlying principle. (Author/AS)

When entering the play of children they did not know, disliked children were less responsive to peers and more likely to make irrelevant comments than were liked children. With acquainted peers, disliked children were not only less responsive and more irrelevant than liked children, they were also less likely to clearly direct their communication…

Results derived from activities involving 33 children of three years and 32 children of four-and-a-half years indicated no age differences in same day recognition. Findings for recall and retention suggest that age differences for these two memory components are best thought of in terms of the type of memory solicited. (RH)

Two experiments examined the effects of interference on young children's long-term memory using paired-association recall and free recall. The results indicated that children were susceptible to interference, the locus of interference effects was at storage, and that both younger (preschool) and older (kindergarten) children experienced similar…

Preschoolers' appraisals of others' emotions were compared with adults' appraisals. The accuracy of children's appraisals varied with age and with type and intensity of emotion. Children's appraisals were biased toward attribution of causes to external factors. Attributions to internal factors varied with age, emotion, and type of internal factor.…

This study investigated relations among preschoolers' attachment security to mothers, family stress, and peer and teacher relationships. Less family stress was related to more secure mother-child relationships. Less securely attached children expressed more anger-aggression in preschools. Boys' family stress was related to anger- aggression and…

Studied the relationship between the intense, high energy behavior of 62 preschool children and differences in cognitive style and related social behavior of the same children 5 years later. (GO)

Involving 82 preschool children and grade 2 students, a study was conducted to (1) determine whether heart rate, facial, and self-report indices could be used to differentiate between different vicariously induced negative emotional states; (2) examine developmental differences in the degree of differentiation; and (3) assess the pattern of…

Study uses two language conditions for evaluating ability in class inclusion. Estimates strategic components of performance on basis of differential consequences of inclusion logic, subclass comparison, and guessing. Results indicate children compare subclasses more frequently with a standard question and guess more frequently with a…

Children in two studies were shown a sequence of pictorial paired associates for study. They were subsequently tested for their recognition memory of these items plus an additional four new items that could be recognized if the child engaged in a reasoning-by-exclusion strategy. (JMB)