Thirty-nine 4- and 5-year-old lower socioeconomic status black children were administered a simple communication task in which the experimenter was either blindfolded or could see the array of toy referents. The results indicated that the majority of subjects gave appropriate responses in both the blindfolded and nonblindfolded conditions. (JMB)

In two experiments using a large scale space and a third using a model of that space, the ability of 3-, 4-, and 5-year-old children to coordinate two perspectives of a large scale space was examined. (Author/SB)

This study examined the effects of allocation instructions and self-interest on preschool children's use of the rule of equity in situations involving reward allocation. Results showed that when the demand for equity was explicit and self-interest was removed, all children used equity in allocating rewards. (Author/JMB)

This study examined the initial cognitive shifts marking the onset of fantasy episodes for 16 4-year-old children (4 boy-pairs and 4 girl-pairs). The children's dyadic social interactions were videotaped in three 1-hour play sessions and 90 spontaneously occurring cases of fantasy were analyzed. (Author/JMB)

This study examined the relation between symbolic play training and conservation in 30 middle-class nonconserving 4-year-old children. Results showed that 13 experimental subjects manifested some change in solving conservation problems after symbolic play training while only one control subject showed any change toward conservation on the…

Four tasks designed to measure curiosity and exploratory behavior were administered to 113 preschool boys and girls and 109 first- and second-grade girls. (JMB)

This study compared the behaviors of children who had been in a toddler day care program at least 13 months with children who had been there less than 6 months. The children who had been in the program longer were rated significantly higher in ability to get along with peers, problem solving, ability to abstract, and ability to plan. (JMB)

Results showed that, contrary to predictions based on standard models of the logical time concept, long and short conditions were easier for children to solve than the traditional four- versus seven-second condition. Children were able to solve problems that are logically impossible to solve on the basis of nontemporal information. (Author/RH)

Examined the test-retest reliability of a rating-scale sociometric technique with four-year-old children. Results showed test-retest reliability over a four-week interval was high compared to the stability of the traditional positive and negative nomination scores. (JMB)

Results supported the proposition that children's early counting has important limitations and strengths. Subjects, numbering 20 each at three and four years of age, differentiated appropriately between how-many and compare-sets counting tasks while using basically undifferentiated strategies. This suggests that correct judgment processes…

The effects of the presence of an attachment object upon preschoolers' emotionality and discrimination performance in a novel learning situation were evaluated. Blanket-attached and blanket-nonattached children were assigned to one of three task conditions: (1) mother present, (2) blanket present, (3) no familiar object present. (Author/SB)

Forty-two right-handed preschool children listened to dichotic presentations of digit names and were told to report only the digit arriving at the designated ear. A significant right-ear superiority was found, demonstrating a left lateralization of verbal processing in children as young as three years of age. (Author/JMB)

The effect of shape of frame on orientation discriminations was investigated for 56 preschool children. (JMB)

Preschoolers were accurate in identifying the situational determinants of others' real emotions. Their strategies for remediating negative affect in others were consistent with the type and attributional basis of the emotion to be altered. Further, they used contextual information in significantly different and meaningful ways across and within…

Tested the hypothesis that preschool children between 2 1/2 and 6 1/2 years of age would progress though a stepwise sequence of developing ever-clearer boundaries between fantasy and reality. Findings supported the validity of the hypothesized sequence. (RH)