Although prejudice exists during childhood, it is unclear how attitudes toward peers of lower or higher academic ability and from one's own or a different racial group interact. This study qualifies previous research by showing that prejudice varies according to whether children are asked to evaluate peers based on academic ability, racial…

A more precise picture of the characteristics of the moral development of children in the Soviet Union is offered in a scheme of classification of development according to age. (Author/KM)

Sixty-four children in grades 2 and 5 were asked to recall items from six successively presented sets of categorized pictorial stimuli using one of four types of retrieval cues. Significant effects of grade level and type of cue (favoring subcategory cues) were found. (Author/JMB)

The category item production task was used to obtain child norms and to investigate two alternative types of category bias reputedly shown by young children: (a) underinclusion of appropriate items; and (b) overinclusion of inappropriate items. Preschool and grade school children (n=144) were asked to produce verbal responses to four category…

Demonstrates young children's shift toward a taxonomic basis for organization of both named and depicted objects. Concludes that perceptual organization in young children cannot be attributed to an inability to ignore visual information but seems to be based upon the centrality of perceptual features to the representation of objects. (Author/NH)

Examined whether a holistic magnitude relation governs children's object comparisons. Objects varying on two dimensions of magnitude, size, and saturation were classified by three-, four-, and five-year-olds. Results indicated that younger children were sensitive to global magnitude as well as to overall similarity. (Author/BE)

Investigates the effects of schematic and categorical organization on young children's recall of a taxonomic list or a story in an alternate or a successive condition. Preschool children's story recall was well organized, but their list recall was poorly organized. Kindergarten children's recall of both the story and the list was well organized.…

Some significant differences were discovered between individual and group sessions and among elementary, junior, and senior high students on three of the four theme classifications: (1) Self; (2) Significant Others, Authority Figures; (3) Significant Others, Peers; and (4) Ideas, Places, Things, and Time Topics. (Author/CJ)

Addresses the respective roles of prototypes and specific exemplars in children's categorization behavior. The ability of children and adults to abstract and recognize figural prototypes was examined using a prototype-plus-distortions design. (Author/RH)

Two tasks were used to evaluate the relationship between concept usage and the organization of knowledge in semantic memory for 7-, 11-, 15-, and 18-year-old subjects. (JMB)

Seventy-four lower- and middle-class children aged 2 1/2, 3 1/2, and 4 1/2 years, who were successful at unidimensional sorting of two objects by either color or form, were given feedback for correct bidimensional sorting of three objects, two of which had been used in unidimensional testing. Results indicate that Piagetian centration is a task-…

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)

Investigated the development of classificatory organization. Two experiments examined age differences in children's spontaneous extensions of a classification and a third examined children's extensions under hypothesis-testing instructions. (JMB)

A sorting presentation procedure was used to study the effects of three classification schemes (self-generated, thematic, or taxonomic) on the organized free recall of second and fifth graders. (Author/SB)