This study investigates the ability of 6-month-old infants to attend to the continuous properties of a set of discrete entities. Infants were habituated to dot arrays that were constant in cumulative surface area yet varied in number for small (less than 4) or large (greater than 3) sets. Results revealed that infants detected a 4-fold (but not…

Twenty-seven 4-month-old infants heard a repetitive auditory rhythm, then viewed silent film of puppet opening/closing its mouth, either in the familiar rhythm or a novel rhythm. Results showed infants exposed to the novel condition watched the film longer than infants shown the familiar condition, providing evidence for auditory-visual transfer…

One hundred and sixty subjects from five age levels ranging from 3 to 20 years compared photographs of dogs (e.g., two different Great Danes or a Great Dane and a Doberman pinscher) and judged whether they were similar or different. (Author/MP)

This study tested the assimilation of an auditory-visual stimulus configuration in 32 infants aged 15 to 16 weeks. The infants' discrimination of matched and mismatched auditory-visual stimuli indicated that infants by 4 months of age are capable of constructing bimodal schemata. (JMB)

Cognitive organization in problem solving was investigated using a transfer paradigm. (SB)

Children often perseverate, repeating prior behaviors when inappropriate. This work tested the roles of verbal labels and stimulus novelty in such perseveration. Three-year-old children sorted cards by one rule and were then instructed to switch to a second rule. In a basic condition, cards had familiar shapes and colors and both rules were stated…

Groups trained to compare the whole and subset improved in cue identification from negative instances; performance in the stimulus exposure group declined. (Authors)

Comparison between relational concepts and word definitions coincided with lower levels of thinking, and abstract definitions with the highest level. (Author)

Reports on two studies during which 6-, 8-, and 10-year-old children were interviewed about three different types of regularities or rules: social conventions, physical laws, and logical necessities. Shows that older children made more distinctions between social and nonsocial items than did younger children. (HOD)

According to Hypothesis (H) theory, learning should be very difficult when the number of Hs the subject samples from is very large and/or the correct H is not available. These assumptions were tested with third- and fourth-grade children. In general, results supported these assumptions. (Author/MP)

Compared the processing of rapid auditory stimuli on two-tone auditory discrimination tasks by 7- to 11-year-olds with learning impairments (LI) and those without learning impairments (non-LI). Found that LI children committed more errors, but the effects of timing were comparable. Obtained same results with a sample of good and poor readers. Task…