The effects of perceptual and cognitive factors on information processing in visual periphery were studied in 5- and 8-year-old children and in adults. Subjects judged either the similarity (Study 1) or identity (Study 2) of geometric forms. (Author/SB)

This experiment was designed to determine whether children's inability to discriminate mirror-image oblique lines is a function of encoding in memory the left-right orientation or the degree of slope of an oblique line. (Author/SB)

Using Quay's typology, three equal groups (n=12) of adolescent psychopathic, neurotic, and subcultural delinquent males and a matched nondelinquent control group were individually administered Kohlberg's structured moral dilemmas, two Piagetian tasks of cognitive development (pendulum and balance), and an adaptation of Flavell's role-taking task.…

Twenty subjects at each of four age levels (8, 10, 12, and 18) rated linguistic units of prose passages in terms of their importance. Third- and fifth-grade subjects did not differentiate items in terms of their relative importance to the text and at all ages such judgments were related to recall. (Author/JMB)

Children of 200 low-income families were studied to determine possible deleterious outcomes due to maternal employment in the child's first 3 years of life. When 8-year follow-up data were controlled for maternal variables, 30 differences in outcomes were found, 27 of which favored children of workers. (Author/JMB)

Examined the relationship of ability to conserve and comprehend of logical riddles in 33 first-, third- and fifth-grade boys of average intelligence. Although both riddle comprehension and cognitive maturity as assessed by Piagetian tasks increased with grade, the relation between them was not clearly demonstrated. (Author/JMB)

The development of perspective taking was explored in kindergarten and second grade children using a referential communication task. (BRT)

Cognitive and behavioral measures were administered to heterogeneous and homogeneous Mexican-American and Anglo groups at the beginning and end of the prekindergarten year. The results suggest that the learning environments of both homogeneous and heterogeneous groups have a facilitating influence. (SB)

The relationships between perception and conservation of length were investigated in a developmental comparison of judgments of length made by 5-year-olds, 8-year-olds and adults. (GO)

Reviewed in the paper are theories and concepts about intelligence, and proposed is a theory set forth in stimulus-response terminology. Available from: Ablex Publishing Corporation, 355 Chestnut Street, Norwood, New Jersey 07648. (CL)

Subjects in grades 4 through 12 were asked to respond to the question "Who am I?" Their responses were analyzed for self-conceptions by means of a 30-category scoring system. Results were in agreement with Werner's notion that cognitive development proceeds from a concrete to an abstract mode of representation. (Author/JMB)

It was hypothesized that Piaget's argument on behalf of the reorganization of cognitive processes would gain empirical support from a color/form, matching similar objects problem for 52 6-year-olds from a variety of socioeconomic backgrounds. (Author/MS)

A series of three experiments was conducted to verify the hypothesis that age differences in paired-associate learning proficiency across adolescence stem from the development of increasing eleaborative propensity. (Author/JMB)