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)

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)

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)

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