Reports on a series of four experiments designed to determine more precisely the characteristics of the stage of visual feature analysis of word identification and to examine response competition factors in this interference task. (SB)

Investigation of two- to four-year-olds' (N=20) understanding of temporal terms indicated that children were more likely to understand sentences using simple tasks, materials, and commands than more complicated sentences used in previous research. (Author/CB)

Critically examines the assumption underlying research into stages of word recognition provided by R.J. Chabot and others and questions whether their analysis of speed of processing differences warrants making strong conclusions about the nature of reading deficits. (HOD)

The hypothesis that racial differences in IQ stem from differences in components of executive systems including knowledge base, control processes, and metacognition was investigated. Group differences in metamemory, strategy use, and general knowledge, but not perceptual efficiency, were observed. Metamemory predicted crystallized but not fluid…

Investigates the development of past tense expressions in the speech of children from 1.6 to 2.6. It is shown that this development depends crucially on the child's cognitive construction of the time dimension, as described by Piaget. (Author/RM)

This study used the "double easy-to-hard" paradigm to examine the hypothesis that the class inclusion (CI) task should be equivalent in relational complexity to the transitive inference (TI) problem. Participating in the study were 64 girls and 50 boys, with a mean age of 8 years, 6 months. Stimuli for easy versions of the tasks were…

The aim of this paper has been to develop a coherent account of covert operations involved in reading and comprehension, naming, and comparisons of names and shapes. (Author)

Results of these five experiments span serial pattern learning, perception of sequential patterns, and coordinated motor skill. (Authors/CB)

Results indicate that Ss expectancy for a given test stimulus probability, has its effect on the encoding or decision stage of the memory-scanning process. (Authors)

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)

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)