Second-, fourth-, and sixth-grade children were tested on a multiple-classification task to investigate the relationship between age and observational learning. (Editor)

To the authors' knowledge, this is the first conclusive demonstration that an observer's spontaneous verbalizations can interfere with vicarious rule learning. (Authors)

Attempts to identify deficits in object knowledge specific to the autistic syndrome. Examines the correspondence between sensorimotor and play behaviors and language in mentally retarded and normal children. Determines whether these correspondences are different for autistic, mentally retarded, and normal children.(Author/AS)