Cognitive and Language Factors

Bayley, N. Behavioral correlates of mental growth: Birth to thirty-six years. American Psychologist, 1968, 23, 1–17.

Belmont, L. & Birch, H. The intellectual profile of retarded readers. Perceptual and Motor Skills, 1966, 22, 787–816.

Bernstein, B. Social class and linguistic development: A theory of social learning. In A. H. Halsey , et al. (Eds.), Economy, education, and society. New York: Glencoe Free Press, 1961.

Bloom, B. S. Stability and change in human characteristics. New York: John Wiley and Sons, 1964.

Coleman, J. C. & Rasof, B. Intellectual factors in learning disorders. Perceptual and Motor Skills, 1963, 16, 139–52.

Crandall, V. C. , Katkovsky, W. & Crandall, V. Children's beliefs in their own control of reinforcements in intellectual-academic achievement situations. Child Development, 1965, 36, 91–109.

Cronbach, L. J. How can instruction be adapted to individual differences? In R. M. M (Ed.), Learning and individual differences. Columbus, Ohio: Charles E. Merrill, 1967.

Davis, E. A. The development of linguistic skill in twins, singletons with siblings, and only children from age five to ten years. Institute of Child Welfare Monographs, 1937, No. 14.

Durkin, D. Children who read early. New York: Teachers College Press, 1966.

Ebert, E. & Simmons, K. The Brush Foundation study of child growth and development. 1. Psychometric Tests. Monographs of the Society for Research in Child Development, 1943, 8,(2, Whole No. 35).

Fitzsimmons, S. , Cheever, J. , Leonard, E. & Macunovich, D. School failures: Now and tomorrow. Developmental Psychology, 1969, 1,(2), 134–46.

Gollin, E. S. A developmental approach to learning and cognition. In L. P. Lipsitt & C. C. Spiker (Eds.), Advances in child development and behavior. Vol. 2. New York: Academic Press, 1963.

Haring, N. G. & Ridgway, R. Early identification of children with learning disabilities. Exceptional Children, 1967, 33, 387–95.

Honzik, M. P. MacFarlane, J. W. & Allen, L. The stability of mental test performance between two and eighteen years. Journal of Experimental Education, 1948, 17, 309–24.

Hunt, J. Mc V. Intelligence and experience. New York: Ronald Press, 1961.

Hunt, J. Mc V. Traditional personality theory in light of recent evidence. American Scientist, 1965, 53, 80–96.

Kagan, J. Continuity and change in the first year of life. Paper presented at meeting of the American Psychological Association, San Francisco, August 1968.

Kagan, J. & Moss, H. A. Birth to maturity: A study in psychological development. New York: John Wiley, 1962.

Kass, C. Psycholinguistic disabilities of children with reading problems. Exceptional Children, 1966, 32, 533–9.

Katz, I. The socialization of academic motivation in minority group children. In D. Levine (Ed.), Nebraska Symposium on Motivation. Lincoln: University of Nebraska Press, 1967.

Kelly, G. Man's construction of his alternatives. In G. Lindzey (Ed.), Assessment of human motives. New York: Rinehart, 1958.

Lesser, G. S. , Fifer, G. & Clark, D. Mental abilities of children from different social-class and cultural groups. Monographs of the Society for Research in Child Development, 1965, 30,(4, Whole No. 102).

Lewin, K. A dynamic theory of personality: Selected papers. Translated by D. K. Adams & K. E. Zener . New York: McGraw-Hill, 1935.

Moyer, K. E. & Gilmer, B. von H. Attention spans of children for experimentally designed toys. Journal of Genetic Psychology, 1955, 87, 187–201.

Ryckman, D. B. A comparison of information processing abilities of middle and lower class Negro kindergarten boys. Exceptional Children, 1967, 33, 545–51.

Skinner, B. F. Operant behavior. American Psychologist, 1963, 18, 503–15.

Sontag, L. , Baker, C. & Nelson, V. Mental growth and personality: A longitudinal study. Monographs of the Society for Research in Child Development, 1958, 23,(2), 1–143.

Stern, C. Observation of substantive curricular input (OSCI). Los Angeles, Calif.: Head Start Evaluation and Research Center, UCLA, 1968.

Stevenson, H. W. , Hale, G. A. , Klein, R. E. & Miller, L. K. Interrelations and correlates in children's learning and problem solving. Monographs of the Society for Research in Child Development, 1968, 33, (7, Whole No. 123).

Stolz, L. M. (Chairman) The Palo Alto study of educationally handicapped children. Symposium presented at meeting of the Society for Research in Child Development, Santa Monica, Calif., March 1969.

Terman, L. M. & Merrill, M. A. Stanford-Binet Intelligence Scale: Manual for the third revision, form L-M. Boston: Houghton-Mifflin, 1960.

Terrace, H. S. Discrimination learning with and without “errors.” Journal of Experimental Analysis of Behavior, 1963, 6, 1–27.

Tolman, E. C. There is more than one kind of learning. Psychological Review, 1949, 56, 144–55.

Walters, R. H. & Doan, H. Perceptual and cognitive functioning of retarded readers. Journal of Consulting Psychology, 1962, 26, 355–61.

Zigler, E. & Kanzer, P. The effectiveness of two classes of verbal reinforcers on the performance of middle and lower class children. Journal of Personality, 1962, 30, 157–63.