Examines the ability of infants at various age levels between three and nine months to discriminate between their mother and a stranger, and relates such ability to the infants' developmental quotient at age nine months. (Author/MP)

It is suggested that sexual involvement is a moral issue reflecting decisions about the quality of interpersonal relationships desired by the partners. A cognitive developmental model for understanding interpersonal relationships is proposed and three levels of relationship reasoning are described. (Author)

In a series of exploratory studies to develop instruments for measuring field dependence in young children, 312 Japanese middle class children, ages 5 to 6, served as Ss. (Author)

Indicates that the evidence in support of an identity-equivalence sequence is much weaker than Brainerd and Hooper claimed. Suggests that for most children, identity and equivalence appear to be contemporaneous developmental achievements. Some general methodological and theoretical issues raised by the identity-equivalence studies are discussed.…

Discusses the developmental characteristics of the middle school years child. (DD)

Observing behavior and short term recognition were studied in a training and test design. (Author/SB)

Examines the relationship between the fantasy development and conservation performance of second grade children. Results suggest that children's ability to fantasize is not significantly correlated with performance on conservation tasks at this age level. (BD)

Examines Piaget's learning theories and his endorsement of the biological viewpoints of Jean Baptiste de Lamarck. Particular points in Piaget's theories and their relationships to Lamarck's biology are discussed. (CP)

A sample of 80 females in grades 6, 8, 10, and 12 were presented with 10 of the Piagetian formal operations tasks. Analyses of the data indicated that as grade increased, mean scores on the 10 tasks also increased. (Author/JMB)

Five arguments are presented as to the inappropriateness of Piaget's "stage of formal operations" as the final stage of cognitive development. (MJB)

A multitrial free recall study assessed whether learning-to-learn and changes in strategy over sessions occurred with children in kindergarten and grade 3. Results showed that grade 3 subjects recalled more than did kindergarten subjects, but no learning-to-learn effect was obtained for either age group. (Author/JMB)

This study assessed the ability of fourth, fifth, and sixth graders and college students to logically include and exclude variables when making inferences about a multivariate "natural experiment" situation. (Author/SB)

In a study of development of organization strategies in rehearsal processes, children in the first, third, and fifth grades were exposed to a memory task which involved multiple overt rehearsal and recall phases. (SB)