Results indicate that normative data derived from observations of same-age interaction may not be generalized to the mixed-age situation and that the two types of social experience may serve different functions in children's development. (Author/JMB)

Examines the hypothesis that temperament judgments associated with different body types are dependent upon the sex and age of the respondents. Five hundred male and female subjects ranging in age from 6 to 60 years matched 40 temperament or behavior descriptors with one of three body silhouettes representing an ectomorph, an endomorph, and a…

A sample of 80 females in grades 6, 8, 10, and 12 were presented with 10 of the Piagetian formal operations tasks. Analyses of the data indicated that as grade increased, mean scores on the 10 tasks also increased. (Author/JMB)

A multitrial free recall study assessed whether learning-to-learn and changes in strategy over sessions occurred with children in kindergarten and grade 3. Results showed that grade 3 subjects recalled more than did kindergarten subjects, but no learning-to-learn effect was obtained for either age group. (Author/JMB)

Administration of a placement task to 66 preschool and grade school children revealed that the concept of higher/lower was understood earlier than above/below, which in turn was understood earlier than rising/falling. Within each pair of terms, the one referring to upness was comprehended earlier. (Author/JMB)

A naming task using primary and secondary hues and achromatic stimuli was given to 669 preschool children. Results showed age and sex differences in performance and revealed an acquisition order similar to that found in related research and also similar to the proposed evolutionary order across cultures. (Author/JMB)

This study assessed the ability of fourth, fifth, and sixth graders and college students to logically include and exclude variables when making inferences about a multivariate "natural experiment" situation. (Author/SB)

This study examined (1) whether subjects of different ages tend to rely on different kinds of visual information when given a choice; and (2) whether the ability to use spatial and identity information accurately in a recognition task changes developmentally. (Author/SB)

Sixty-four children in grades 2 and 5 were asked to recall items from six successively presented sets of categorized pictorial stimuli using one of four types of retrieval cues. Significant effects of grade level and type of cue (favoring subcategory cues) were found. (Author/JMB)

Familiarity of the setting, the mother's presence, sex of the stranger, and the distance separating the infant and the stranger were varied to examine the expression of stranger fear in 32 infants from 6 to 11 months of age. (Author/JMB)

A sample of 90 children in kindergarten, second, and fourth grades were presented with ambiguous referential communication messages and asked to judge the quality of the messages. (Author/JMB)

The category item production task was used to obtain child norms and to investigate two alternative types of category bias reputedly shown by young children: (a) underinclusion of appropriate items; and (b) overinclusion of inappropriate items. Preschool and grade school children (n=144) were asked to produce verbal responses to four category…

The relation between past history of outcomes and achievement expectancies was examined for 72 elementary school students. (JMB)

The Bransford and Franks paradigm of linguistic abstraction was used to examine age differences in the nature of stored semantic information. (Author/SB)

This paper questions the assumption that a central processing deficit exists in the speed of performing mental operations by children as compared to adults. Two hypotheses are proposed and data are cited as evidence. (JMB)