When compared to students with no training in psychology, students with training in psychology perceived psychologists to be significantly less truthful. (RL)

Compares M. E. P. Seligman's recent work on learned helplessness with N. R. F. Maier's 30-year-old work on frustration behavior. Notes striking similarities between the two approaches. Concludes that the learned helplessness model might explain the "abnormal fixations" that Maier reported. (Author/RL)

Finds that when subjects have a week to reflect on the research hypothesis, they will attempt to prove the hypothesis. Does not find, however, that increased information yields negative research results. (RL)

When 180 children were given candy to share with others following one of three conditions for learning to share (demonstration, induction, and control groups), they showed increased sharing behaviors under the conditions of behavior example and induction, especially and significantly with induction. Sharing also increased as resources increased.…

Supports the hypothesis that male leaders will receive higher ratings of alpha behavior than female leaders in mixed-sex groups, regardless of the females' ratings in same-sex groups. Points to linear male leadership patterns, while female patterns vary depending on the composition of the group. (RL)

Finds that the object concept scores of 104 infants were relatively independent of IQ and background variables, showing that object concept is the most stable developing function in infants and an accurate reflection of infant cognitive potential. (RL)

An examination of 70 male college freshmen's stories written to a cue designed to elicit fear of success imagery revealed greater fear of success in students whose friends were not interested in college. These results may be due to fears of disapproval or rejection by such friends. (RL)

Suggests that the same developmental trend of fears that appears in normal children appears in the retarded, and that these fears follow Piagetian theory, proceeding from egocentric perceptions of causality to realistic cause, and effect thinking. (RL)

Provides results consistent with a model of social cognition. Emphasizes the relative saliency of situational factors relating to deservedness in the sharing situation. (Author/RL)

Results with preschool children were nonsupportive and, in fact, contrary to the general hypothesis that high external locus of control would be positively related to greater behavior adjustment problems, as has been found with some groups of older children and adults. (RL)

Observes the seating arrangements by sex of three or more people seated at rectangular tables in 176 social and 150 nonsocial settings. Postulates the importance of situational context and learned sexual norms in the observed spatial behaviors. (RL)

White subjects were aggressive toward Black opponents when contest results appeared to reflect elements of reverse discrimination; but they showed less aggressive behavior toward Black opponents when they thought their loss was due to their opponents' superior ability. (RL)

Both first and fifth graders made larger donations to unselfish recipients. Fifth graders made larger donations than first graders, and their donations most closely matched the expectations of best friends among significant others. (RL)

Significant results favor positive reinforcement and high win ratio in producing shorter average times to complete a response. The 80 first- and third-grade subjects exhibited a preference for continuing the task under the positive reinforcement condition. (RL)

The majority of 63 elderly women were able to pass tests in the conservation of mass (98 percent), volume (100 percent), and surface area (65 percent). These results conflict with previous research about Piagetian abilities of elderly people. (RL)