Children in Grades 2, 5, and 8 were required to determine which of two sides of a projected slide had the greater number of dots. Slides on which similar-age children had made correct judgments approximately 50%, 80%, and 98% of the time under noninfluence conditions were employed. The magnitude of peer influence was assessed both with and without a correction for error rate. The results revealed that peer influence varied with the ambiguity of the task and the age of the subjects. Conformity on unambiguous slides was negatively related to age, whereas conformity to completely ambiguous slides was positively related to age. The task that was of intermediate ambiguity revealed conformity to be a nonmonotonic function of age.Several recent articles have reported a nonmonotonic relationship between conformity and age. Costanzo and Shaw (1966) found that conformity increased from ages 7-9 to ages 11-13 and then decreased. Iscoe, Williams, and Harvey (1963) also reported increasing conformity from ages 7 through 12 in both boys and girls. Girls then decreased in conformity by age 15, but conformity in boys increased at least through age 15.These findings are in marked contrast to those reported by Berenda (1950), who found significantly less conformity in a group of 10-to 13-year-old children than in a group of 7-to 10-year-old children. Moving (1964) also found more conformity in second-grade (age 7) than fourth-grade (age 9) children. Moving, Hamm, andRoehl (1967) have suggested that differences in task ambiguity may be responsible for these conflicting results. The tasks used in these studies differed in terms of the clarity with J P.

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Two experiments test;d whether short-term recall for auditory digit sequences f efficient encoding techniques and increases in either rdigit interval. All three hypotheses received strong In addition, analysis of interactions between length and digit duration, interdigit interval, and encoding conclusions that longer digit durations and interdigit sed resistance to forgetting at longer retention intervals techniques improve recall regardless of the length of

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