The development of object permanence was investigated in a longitudinal study of two infant rhesus monkeys in a human analogue testing situation and two subhuman analogue testing situations. The ages at which certain object-related behaviors were demonstrated by the subjects as stable responses were found by the presentation of tasks that involved various manipulations of objects. In each testing situation was found a sequence of development of object permanence that was very similar to the one described by Piaget for the child, and in each case the sequence culminated in behaviors nearly as complex as those described by Piaget for the 2year-old human infant. Piaget (1954) outlined the child's progression to a concept of object permanence. He described a developmental sequence composed of six stages culminating when the child is approximately 2 years of age. This description was derived from observations of the behaviors of his three children in relation to objects that were made to disappear in different ways. Some longitudinal and cross-sectional studies have supported Piaget's description (Gorman & Escalona, 1969;Gouin Decarie, 1965). Other investigators have considered the effects of variables such as attention and memory (Miller, Cohen, & Hill, 1970), perceptual processes (Bower, 1967), environmental background (Golden & Birns, 1968, and specific experience (Landers, 1968) on object permanence.In two recent studies (Gruber, Girgus, & Banuazizi, 1971;Vaughter, Smotherman, &

Interference time on the Stroop task was compared for 20 college and 20 elementary subjects. A decrement in interference time between groups was found and is consistent with E. Gibson's perceptual learning theory.

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Final grades in an introductory psychology course were found to correlate significantly with a test representative of course content and ACT scores. Contrary to traditional predictions, the content specific test was not superior to the general abilities test in the prediction of final grades. Course content tests taken during the first three weeks of the academic quarter correlated .85 with course content tests taken during the last 3 wk. of the academic quarter. Both general ability tests and specific content tests given early in the academic year could be used to assign students to course programs that might provide the special assistance some students require to cope with traditional large lecture college courses.