Investigated the effectiveness of a training procedure corresponding to a component analysis of a hypothesis-testing task in improving kindergarten children's problem-solving abilities. (Author/JMB)

Three experiments assessed kindergartners' performance on simple concept-like problems in which the correct solution could be selected from a specified set of possible solutions by using the information provided by a single positive or negative stimulus. (Author/DB)

Investigated the hypothesis that lower-class children expect a lower degree of success than middle-class peers, due to environmental differences in reward for problem-solving behavior. Results were interpreted as supportive of the hypothesis - suggested that expectancies can be quickly learned. (DP)

Strategies of kindergarten children in discrimination learning were studied in a factorial design with temporal placements of two introtact probes and two types of pretraining. Results support the expectation that the posttrial probe would improve the short-term efficiency of children in both pretraining conditions. (Author/MP)

The present study was designed to identify sources of information in the human face and to determine how this information is processed by young children in solving problems. (ST)

Responses to eight seriation tasks presented to 88 male kindergarten children and first-, second-, and third-grade students produced significant mean differences in explanations and strategies but no mean differences in judgment. A new experimental procedure, which allows explanations and strategies to be assessed, is advocated. (RH)

Three models have been proposed to account for the relationship between the principle of commutativity and the development of more economical addition strategies, which disregard addend order. In the first and second models, it has been proposed that either discovery or assumption of commutativity is a necessary condition for the invention of…

Twenty kindergarten children, 5 to 6 years of age, were presented a free recall task in which half of the subjects were asked to generate a "plan of attack" for remembering before experiencing a study-test sequence. The materials were three different sets of 12 pictures each. In each set, three different conceptual categories were represented…

Two experiments investigated why perceptual pretraining facilitates children's performance on concept problems involving a nonpreferred relevant dimension and preferred irrelevant dimensions. (JMB)

Investigated the possibility that some kindergartners exhibit patterns of affective reactions associated with helplessness. Results indicated that, after they were criticized by their teachers, some kindergartners showed affective reactions and made self-evaluations associated with motivational helplessness. Reactions were related to conceptions…

Presents an investigation of the hypothesis that an increase in the salience of the total class dimension should improve class-inclusion performance. Subjects were 220 children in kindergarten through third grades. (SDH)

This study examines the potential of adult-guided sociodramatic play for improving children's interpersonal problem-solving skills. Nineteen females and 21 males from 3 separate kindergarten classrooms participated in the study. Within each of the three classrooms, children were randomly assigned to experimental and control groups. For both…

Guessing patterns differ between children of lower and middle class. It is hypothesized that lower class children, because they live in an environment affording fewer rewards for problem solving, come to expect a lower degree of success than their middle class peers. Eighty white kindergarten children attending urban public school were divided…