Results indicate that for children in this study's age range orientation is a less salient discriminative cue than either size or color. (Author/MB)

Four-year-old boys and girls initially named and matched by form more often than by color. Also, agreements involving form names and matches occurred more often than agreements involving color names and matches. (Authors)

Color and form preferences of kindergarten, first and third grade Ss were tested using standard two-dimensional geometric forms. (Author)

Experiment examined the generality of dimensional and cue-location biases in inference and role of directness of information. (Author)

The specific hypothesis tested by this research is that children are able to attend to multiple cues simultaneously and are able to use the information contained in these cues. (Author)

Tests the hypothesis that when a "control for size" is introduced, preference for rectangles near the golden section reemerges. Also focuses on the "measure of preference". (Author/RK)

Ratings over five repeated measures and a two week follow-up indicated that color preferences shifted markedly, yielding the expected interaction. The racial implications of these findings are discussed. (Authors)

The most significant finding is that classification according to complete similarity not only occurs much earlier than reported by Inhelder and Piaget, but also does not follow the developmental course reported by Inhelder and Piaget. (Author)

It was concluded that the scaled preference values have high face validity and that they suggest the need for reexamination of some previous experimental results. (Author)

Predictions for multidimensional generalization were derived from Hull-Spence learning theory, and an experiment is reported that was designed to test this aspect of the theory. Alternative to this analysis is presented in PS 502 062; authors respond in PS 502 063. (Authors/MB)

Major finding of this study is that relative cue similarity can be used as a definition of dimensional dominance and that it predicts both initial learning and shift behavior for normal first- and third-grade children. (Author)

Results suggest that selective attention is a multifaceted skill, with development of its parts progressing at different rates. (Author)

Findings of this investigation suggest that a fruitful approach to the study of early cognitive development is to analyse variations in the selectivity involved in different kinds of actions by which children relate two objects. (Authors)

Experiment was designed to examine the relationship between intelligence, stimulus meaningfulness and stimulus selection. (Authors)