Describes the prevalence and types of behavior problems found in a sample of 418 preschool children in North London, United Kingdom. (MP)

A potential cause for children's failure to transfer learning strategies was explored. Subjects were 68 first, third, and fifth graders. (MP)

A study involving 65 children from 5.6 to 9.5 years of age suggested that the average child's ability to differentiate spoken words from other units of speech improves with age and that significant relationships exist between children's knowledge of spoken words and their reading achievement. (GT)

It was found, among other things, that rural Ss performed significantly below their mental ages more frequently than urban Ss; and that between the chronological ages of 10 to 14 years, while urban Ss appeared to perform as expected from mental ages, a significant number of rural Ss performed below expectations. (Author/DLS)

Results showed that first-grade children were less likely to follow a task-based fair-play rule than were third graders when one of the other children was larger and older. When dealing with same-size age-mates, however, first graders were no less likely to follow a task-based rule than were third graders. (Author/CM)

This study is a longitudinal follow-up analysis of children's performances on a number of Piagetian concrete operations tasks dealing with conservation and transitive inference. Subjects were 102 children selected from kindergarten and grades 1, 3, and 4. (Author/MP)

This paper provides detailed evidence on the relationships among age, education, and environmental values. The relative strengths of association of age and education in predicting environmental attitudes are evaluated. Present and future generational politics of environmentalism are discussed. (Author/EB)

Investigates increased use of metacognition (i.e., monitoring comprehension, developing expectations, learning information sampling strategies) as reading ability develops among sixth-, seventh-, and eighth-grade pupils and high school students. (Author/RH)

The study is an examination of the relationship between adolescents' self-reported and peer-reported self-esteem and how this relationship is affected by sex, race, and age variables. Significant sex and race variations interacted with age. Explanatory hypotheses for these findings are given. (Author/KC)

Describes the development of the capacity of encoding unfamiliar voices and compares this development with the development of the capacity for encoding faces. Subjects were 20 students from Massachusetts Institute of Technology, and 20 children aged 6 to 16. (MP)

In order to test the hypothesis that the ability to form verbal concepts would increase with age, a test for verbal concept formation was developed and administered to 668 children between the ages of 4 and 9. By varying sentences that describe nonsense figures, 4 variables were systematically explored. (MS)

Eighty first and third graders were presented one of two brief videotaped social interactional episodes. Half viewed an unambiguous tape in which affective response was congruent with situational context; the other half viewed an ambiguous tape in which nonverbal affective response was incongruent with situational context. (MS)

Three experiments evaluated color specificity knowledge and related semantic effects on recognition memory. (Author/SB)