Over the last decade or so, researchers have started to describe some of the ways young children begin to acquire and apply certain gender-relevant concepts, constructs, and behaviors. Researchers are beginning to build developmental models detailing young children's acquisition of certain gender-typed behaviors and gender schema factors. The…

This speech addressed itself to the variety of achievement motivations that can be critically different for men and women. The author, impressed by the different ways people cognitively define and experience a successful accomplishment, developed a taxonomy of psychological cues which people might use in defining their success. Six varieties of…

Implications for affective education are drawn from an empirical study of 60 upper-middle socioeconomic class 6 to 15 year-olds' responses to questions asking how videotaped actors felt. Percentage frequencies of category use in tape-recorded transcripts coded by two judges revealed no differences by child's sex. Marked developmental differences…

Examined selected problem-solving behaviors of school-age children and their parents in dyadic and triadic contexts. Parent-child interactions revealed sex-of-parent and sex-of-child differences as a function of problem-solving contexts. (Author/BB)

College students (N=375) listened to taped segments of a counseling interview concerning a spouse's drinking problem with tapes varying client's age, gender, and cognitive behaviors. Found no main or interaction effects of age on subjects' ratings of client behaviors; female clients were perceived as having better memory and greater alertness than…

In a longitudinal investigation, a model was developed to assess behavioral, social, and cognitive influences on the academic self-concept of 104 adolescents (57 males, 47 females) who participated in the Fullerton Longitudinal Study between 18 months and 17 years of age. The basic model was Academic Self-Concept = Constant + Behavior + Social +…

The distinction between "stereotype" as a cognitive structure and "stereotyping" as a complex set of intra- and inter-personal processes is discussed in light of relevant research in cognitive and social psychology. (Author/EB)

The present study attempted to operationalize the constructs of empathy and egocentrism and contrast them with a cognitive explanation of the behavior of children on a task which required "S" to identify the affective state of himself and of others. Forty "Ss," aged 3-5, were presented a series of 23 stories describing an event which had occurred…

Investigated the role of behavioral style and cognitive performance as predictors of cognitive development in extremely low-birth-weight children assessed at age 2 and again at age 4. Found stability of cognitive performance from 2 to 4 years of age; this as well as behavior style and orientation-engagement predicted subsequent cognitive…

Sex differences in activity selection or choice appear by age 12 or 18 months. These choices are one of the earliest indicators of sex differences in the behavior of young children. Differences in activity participation or toy choices are evident long before the emergence of sex differences in personality characteristics like passivity or…

Individual differences in the motivation and skill to manage impressions can be measured by the Self-Monitoring Scale. "Blind" dating encounters were established to investigate whether complementarity rather than similarity in partner's self-monitoring would lead to greater attraction and satisfaction with the relationship. College students (N=64…