Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2-year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but…

A probe-type serial memory task was used to determine whether 3-dimensional objects would produce better recall than colored pictures of the same objects in elementary school students with low IQ's. (ST)

It was concluded that age and IQ have strong influences on acquisition-retrieval, but that forgetting rate is independent of these variables. (Author)

It was concluded that while retinoblastoma per se is not associated with intellectual superiority or inferiority, retinoblastoma associated with blindness may result in selective cognitive superiority. (Authors)

Results of this study suggest that availability of a consistent set of color labels is related more closely to recognition accuracy than is the spontaneous production of labels in a color recognition task. (Authors)

Compares a group of 32 toddlers with employed mothers with a matched group of 38 toddlers with nonemployed mothers in order to examine the effect of maternal employment on the development of the child. While no differences were found between the two groups in language development and emotional adjustment, children of employed mothers were more…

By nonintellective" are meant factors which are present in a test situation and which influence the test scores obtained but are not obviously related to the skills or knowledge ostensibly being measured by the test. (Authors)

When differences in level of motivation were controlled, all of the previously found differences between firstborn and later born disappeared. (Authors)

Distinctions between psychological versus task helping and attempted versus achieved help were applied to the helping behaviors of normal and retarded children of 2 age groups observed in natural settings. (Authors)

Results of this study were interpreted in terms of the social control function served by the public schools. (Author/RY)

Investigates recall of toy preferences in the parents of 56 four-year-old children classified either as early readers or as nonreaders. Results indicated that early readers cannot be differentiated by IQ or family demographic information alone and that consistent toy preferences precede the acquisition of early reading skills. (Author/CI)

A single administration of the reversal learning paradigm is not a sufficient basis for determining either a given subject's choice of option or his behavior on its constituent learning measures. This conclusion raises many questions about past research relating to mediation theory, since this paradigm has been the basic one employed. (Authors)

Results show that the retarded group was significantly more cooperative than the nonretarded group, and the 6-7 year retarded group was more cooperative than the 11-12-year retarded group. (Authors/CB)

The relation of CA, MA, and IQ to conservation was examined by comparing the performance of bright, normal, and retarded children matched on the critical MA of six years. (Author)