Based on the author's doctoral dissertation. Experiments supported by a National Science Foundation Predoctoral Fellowship and a National Institute of Mental Health grant; paper preparation supported by the Learning Research and Development Center, University of Pittsburgh, through the U.S. Office of Education. (VM)

Length of intertrial interval was found to be positively related to the efficiency of concept learning in a blank-trials task. (Author)

Research supported in part by a Research Foundation of the State University of New York summer research fellowship to Marcia Johnson. (VM)

During research reported here, the author held a Fulbright-Hayes Fellowship. (VM)

Research performed pursuant to a grant from the Office of Education, U.S. Department of Health, Education and Welfare; also supported by the Advance Research Projects Agency of the U.S. Department of Defense. (VM)

Research based on part of a doctoral dissertation submitted at the University of Virginia and supported by a National Science Foundation Research Grant to L. Starling Reid. Preliminary report of these data presented at the annual meeting of the Eastern Psychological Association, New York, N.Y., 1971. (VM)

Results of these experiments indicate that the ability to deal with positive and negative instances is not only contingent upon developmental level, but also upon the dimensional characteristics of the stimuli. (Author)

Article reveals that positive instance errors arose more often from memory deficits and from choice of irrelevant dimensions. Negative instance errors arose when interpreting information about present stimuli and the relevant dimension. (Author)

Young children's iconic storage is longer than that of older children and adults but young children process the information in iconic storage relatively slowly. (Authors)