Studies the effects of modeling and reversibility cues in teaching 4-year-olds to conserve length. Results are discussed in terms of a social learning viewpoint of cognitive development. (ED)

Children aged 3, 6, 9 and 12 years were asked to name and sort 25 different drinking vessels. Results showed three stages: (1) they ove rextend the term "cup"; (2) they focus only on certain perceptual properties; (3) they show growing awareness of functional properties and hence the vagueness of the boundary. (Author/RM)

Tests the relations between the concepts of time and space and mechanisms of structural elaboration in young children's cognitive development. (Author/DEP)

Tests whether third grade school achievement can be enhanced by training children to conserve 1 or 2 years prior to the time they would be expected to spontaneously conserve substances. (Author/DEP)

In an effort to bring together some general findings on empathy in children, the author attempts to answer these questions: (1)what is empathy? (2)under what conditions is empathy likely to occur? (3)what types of judgements appear to be involved in an empathic response? Presented at American Psychological Association, New Orleans 1974. (Author)

Preparation of this paper supported by U.S. Public Health Grant HD-0890, a grant from the Carenegie Corporation, and by U.S. Public Health Grant HD-2680.

Study supported by research grant 1-K03-Hd36971 and by training grant 1-T01-Hd00203 from the National Institute of Child Health and Human Development.

Research supported by grant APA-178 from the National Research Council of Canada.

Paper, revised for publication, presented at a Symposium on Heredity and Environment (AERA, New York City, Feb. 16, 1967)