This study examined the relationship between syntax discrimination and other language skills with 50 children each in kindergarten, first grade and second grade. Also, the children were asked to imitate and show comprehension of normal and scrambled grammar sentences. (Author/JH)

Impulsive second grade, inner-city children, were trained to improve their search strategies on visual discrimination tasks. Groups with training improved their search strategies, while the untrained control group did not. (ST)

Studied the relationship between auditory ability and oral form discrimination in children with varying degrees of speech and language development. Results lend support to motor theory of speech perception. (ST)

This study examined the effects of sentence length and correct syntax on sentence imitation in 54 first-, second-, and fifth-grade elementary school children. The same children were asked to perform an additional discrimination task between normal and scrambled sentences. (Author/CS)

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

After learning to discriminate tactually between a convexity and a concavity, 101 children aged three to eight years were presented a photograph of the convexity and the concavity. The relevance of egocentric, environmental, and lighting-specified frames of reference was manipulated by changing the position of the subject's head, rotating the…

Study attempts to clarify the attentional versus perceptual learning functions of presence of the discriminative stimuli during delay. (Authors)

The relation between type of label and perception of faces was assessed in second- and sixth-grade children. Labels associated with color increased color perception, whereas labels based on expressiveness increased differentiation of expression variations, but not color perception. (ST)

Subjects were trained against their initial dimensional preference in a two-dimensional simultaneous discrimination learning task. (RH)

An extension of discrimination-learning theory based on the inhibition of stimulus intensity was proposed and supported as a mechanism of cognitive development. Among 48 normal and 37 educable mentally retarded children the predominant category of transistional children conserved at a low level of stimulus intensity but failed to conserve at a…

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)