Sex differences in risk-taking were examined by observing 480 three- to 11-year-old children at four different risk-taking locations at the San Antonio zoo. While girls were just as likely as boys to enter the zoo, at all four of the risk-taking situations, significantly more boys than girls engaged in risk-taking behavior. (Author/RH)

The development of speaker and listener skills in a referential-communication task was examined among 144 5-, 6-8 and 7-year-old children. Of special interest were the listener's ability to provide feedback and the speaker's ability to improve his messages in response to feedback. (Author/JMB)

Eight operationally defined "feminine" gestures were recorded for 48 elementary school aged boys and girls while they individually performed a standardized play task. Results showed a significant overall difference between the sexes with three specific gestures discriminating significantly between the sexes. (Author/JMB)

The data from this study shows that fathers spend little time vocalizing to their infants and that the number of interactions varies by time of day, age and sex of infant and the kind of activity occurring during the interaction. (Author/WY)

The effects of children's gender perceptions of infants as "like me" or "not like me" on their behavioral interest in infants were experimentally manipulated. Thirty-seven boys and 34 girls at two age levels were observed in 10-minute encounters with unfamiliar seven-month-old infants and their mothers. (Author/RH)

Children participating as listeners in a referential communication task with an adult speaker were asked to choose one of a set of four pictures on the basis of the speaker's message. Messages were either informative, providing enough information to choose the correct referent, or ambiguous, describing two of the four referents. (Author/JMB)

A sample of 176 students in grades 2-12 were tested for visual acuity as a function of minimally resolvable red, yellow, green, and blue lines. (Author/JMB)

A naming task using primary and secondary hues and achromatic stimuli was given to 669 preschool children. Results showed age and sex differences in performance and revealed an acquisition order similar to that found in related research and also similar to the proposed evolutionary order across cultures. (Author/JMB)

Familiarity of the setting, the mother's presence, sex of the stranger, and the distance separating the infant and the stranger were varied to examine the expression of stranger fear in 32 infants from 6 to 11 months of age. (Author/JMB)

The relation between past history of outcomes and achievement expectancies was examined for 72 elementary school students. (JMB)

Plomin and Foch's conclusion that sex differences in cognition account for very little of the total variability in test scores is challenged by demonstrating that on a complex test of spatial visualization the difference between males and females accounts for a quite substantial portion of variability. (Author)

This study analyzed 1- to 4-year-old children's attention to television as a function of age, sex, and the presence or absence of a number of relatively simple auditory and visual characteristics of a TV program. (Author/JMB)

The Developmental Sentence Scoring (DSS) procedure was used to collect normative information about the syntax development of male and female children. (SB)

The experiment employed four sex-pair combinations, three age groups, and two pretraining manipulations in an effort to evaluate the following predictions with respect to altruism and rivalry: (1) Cooperation pretraining was expected to increase altruism compared with no pretraining, (2) females were expected to be more responsive to the…