This study was designed to contrast children's recall clustering before and after they acquired stable input organizations. A sample of 120 subjects (24 from preschool grades, 1, 4, 7, and college) performed two successively presented, procedurally identical, series of recall-sort-recall tasks. (Author/JMB)

The development of children's comprehension of cause and effect relationships was studied in 68 kindergarten, first grade, and second grade children. (BRT)

Issues include consistent individual differences in children's strategy choices, interpretation of differences within a framework, and the relation of differences to standardized test performance. (RJC)

Examines the development of metaphor by using structure-mapping theory to make distinctions among kinds of metaphors. Proposes that children can understand metaphors based on shared object attributes before those based on shared relational structure. Results indicate a developmental shift toward focus on relational structure in metaphor…

Effects of action content and verbal codability of stimulus pictures, parental occupational status and verbal intelligence upon nonverbal serial recall were investigated in white first graders. (Author/SB)

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

A level prediction task, in the context of Piaget's conservation-of-liquid problem, was used to analyze the regularities of incompetence'' in the nonconserving or noncompensating child. (Author)

Performance demonstrated that the conceptual style and cognitive tempo of the model changed the styles and tempos of the Ss and that these effects generalized to independent tasks. (Author)

Results appear to indicate that the belief systems of the young child about the attributes of a stimulus person can be altered extensively by introducing characteristics completely unrelated to these attributes into the semantic representation of that person. (Authors)

An experiment was conducted comparing the effectiveness for producing response inhibition of high- and low-intensity physical punishment and elaborated verbal punishment when punishment was delivered either early or late in a response sequence. (Author)

Examines the relative effectiveness of organizational strategy use at study versus test in a single-trial, free-recall learning task among 90 subjects drawn from second grade, sixth grade, and college levels. Developmental increases in performance were observed for the dependent measures of correct recall, study-trial organization, test-trial…

The degree to which judgments of ability, effort, and performance conform to the prediction of Harold Kelley's theory of causal schemata was examined at four age levels (kindergarten, third grade, fifth grade and college). Author/MP)

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)

Experiment 1 showed that four-year-old children memorized a list of non-rhyming items better than a list of rhyming ones. In Experiment 2, bilingual children learned a list of items which had rhyming names in one language and non-rhyming names in the other. Results showed better performance on the non-rhyming items. (JMB)

Compared children's concept of illness with that of adults. Results suggested that both causes and symptoms of affected adults' categorization of illness, with neither type of feature being definitive. Children's ascriptions of illness generally matched adults' but were highly correlated with judgments of illness. Children also viewed illness as a…