Results showed that 2- and 3-dimensional forms affected 4- and 8-week-old infant visual behavior differently. (Author/JMB)

Two studies: (1) assessed the infant's ability to perceive differences between two-dimensional and three-dimensional stimuli; and (2) tested the infants' ability to transfer responses across dimensions. (Author/SB)

Examined length of fixation time responses of neonates to pairs of red, blue, and green acetate stimuli. (Author)

Reviews Greenough, Black, and Wallace's (1987) conceptual framework for understanding the effects of early experience and sensitive periods on development, and illustrates the applicability of their model with recent data on the consequences for animals and human infants of the acquistion of self-produced locomotion. (BN)

Describes two experiments that assessed young children's understanding of the characteristic uncertainty in the physical nature of random phenomena as well as the unpredictability of outcomes. (HOD)

To demonstrate a relationship between rate of habituation and complexity levels, 11-week-old infants (N=51) were each given a rate-of-habituation and complexity-level test. Rapid habituators looked longer at complex patterns. Irregular habituators responded randomly to tests or resembled slow habituators in terms of complexity preferred. (ST)

Compared face recognition ability in young children with autism to that of children with typical development and developmental delay. Took electroencephalographic recordings of brain activity while children viewed pictures of their mothers and unfamiliar females, and familiar and unfamiliar toys. Found that autistic children showed no differences…

One experiment determined that the minimum angle at which infants can discriminate 2 sound presentations decreases substantially toward 48 weeks of age. In 3 succeeding experiments, infants aged 16, 20, and 28 weeks were able to discriminate sounds presented to each ear between 50 and 75 microseconds apart. (BC)

Results of two studies indicated that three- and four-year-old children understood that, although perception is necessary for knowledge, it is irrelevant for imagination and that three year olds often claimed that imagination reflected reality. (MDM)

Three studies investigated toddlers' judgments and communications about how desires, perceptions, and emotions connect in people's lives and minds. Findings indicated that in appropriate circumstances, young children realized that a person's perception of desirable or undesirable objects leads to related emotional experiences. Children's…

Examined developmental change and stability of visual expectation and reaction times among 5-, 7-, and 12-month-old term and preterm infants. Found that reaction times declined with age while anticipations increased. Infants with faster reaction times were more likely to anticipate upcoming events; this effect disappeared when time between stimuli…

Investigated the role of person familiarity in 3.5-month-olds' ability to recognize emotional expressions. Found that when more contextual information such as person familiarity was available, infants as young as 3.5 months recognized happy and sad expressions. Findings suggest that in early stages, infants are sensitive to contextual information…

Discrimination learning studied in 3-year-olds, indicated that children over 30 months of age did better than younger children, and girls learned faster than boys after the first problem. (ST)

Second grade children, divided into high and low achievement groups, were tested on a visual vigilance task in which stimuli occurred 24 times in 30 minutes. High achievers responded correctly more often. (ST)