Suggests that training can increase the preference for more complex types of art, that such training will transfer to music, and that verbal originality will also increase. Bibliography and tables. (RW)

Compares 512 second and fifth graders' oral main idea responses to three paragraphs read silently and concludes that main idea responses increase in quality across grade level and that responses to paragraphs differ according to content. Bibliography. (MD)

Classifies subjects as cognitively simple" or cognitively complex" and notes that the latter are much nore successful at reconciling inconsistent information than are the former, whose impressions are formed by the information which makes the greatest impact. (RW)

Investigated the extent to which the Wechsler and Primary Scale of Intelligence (WPPSI) provides items of sufficient difficulty for gifted children (N=306) aged four to six. All subtests investigated were found to have an inadequate level of difficulty, and six were inadequate for half or more of the subjects. (JAC)

Young children's understanding of correspondences and numerical differences between disjoint sets was studied in three experiments. Findings appeared to restrict the theory that young children are limited to perceptually based forms of mathematical reasoning. (Author/MP)

Deals with (1) developmental changes in children's concepts of difficulty and ability and (2) individual differences within different developmental levels. Three levels of understanding of ability and difficulty are proposed, and cross-sectional and longitudinal evidence of progressive development through the stages is presented. (Author/RH)