Data indicate that for girls, affective dispositional factors (empathy, depressive affectivity, aggression, and self-concept) are intimately linked to cognitive development and academic achievement. (PCB)

Investigates the relationship between self-recognition and self-evaluative emotions in two studies on 27 children aged 9-24 months and 44 children aged 22 months. The results of both studies indicate that embarrassment but not wariness was related to self-recognition. (RJC)

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

Piaget's conservation paradigm was used to assess five- to seven-year-old children's understanding of the permanence of various kinship roles. Children's conservation was studied by applying certain transformations on single- and multiple-kinship role combinations. Kinship conservation developed gradually in this age range. Females' performance…

Studies the relationship between timing of puberty and spatial ability in 53 undergraduate women. Results do not show evidence for greater spatial ability on the part of those who have late maturation. (RJC)

Tests the distinction between inferring new categories on the basis of property information (predicted to be difficult) and inferring new properties on the basis of category information (predicted to be easier) among 57 preschool children. (HOD)

Developmental levels of gender identity in preschool children were investigated. (JMB)

Assessed 25-month-old girls' and boys' immediate and delayed recall of sequences depicting female-stereotyped, male-stereotyped, and gender-neutral activities. Girls showed equivalent recall of all sequence types. Boys showed better recall of male- than female-stereotyped sequences, and equivalent recall of male-stereotyped and gender-neutral…

Examined preschool children's conceptions of moral and conventional rules. Children judged the seriousness, rule contingency, rule relativism, and amount of deserved punishment for 10 depicted moral and conventional preschool transgressions. Constant across ages and sexes, children evaluated moral transgressions as more serious offenses and more…

Children's performances in pointing a telescope at landmarks surrounding their own neighborhood were assessed for 60 children in three age groups: first and second graders, fourth and fifth graders, and seventh and eighth graders. Among the results, sex differences both in point consistency and in the accuracy of pointings from imagined reference…

A sample of 355 first-, third-, and fifth-grade children from a middle-class school were asked to rate each of 40 adult occupations as male, female, or neutral, in terms of their attitudes about which sex has the abilities to do each job. (Author/JMB)

Two studies assessed the ability of two groups of preschool children (ages two to four and three to five years, respectively) to label and categorize age groups on the basis of photographs and dolls representing the life span. Results indicated age and sex differences. (Author/CI)

Examined children's emotional and cognitive responses to emotionally evocative vignettes. Results indicated age-related increases in children's responses. Found limited increases with age in children's concordant emotions, or emotions identical to emotions of persons in the vignettes, and continuous increases with age in children's attributions…

Proposes that humans may have evolved a special sensitivity to certain types of social information during rough-and-tumble play that facilitates social cognition. Describes the cognitive benefits of physical play as providing a break from demanding intellectual tasks and hypothesizes that physical play is related to gender differences in spatial…