Three data sources, analyzed presently, failed to reveal a Sex by Race or Sex by Socioeconomic Status interaction. It was suggested that Sex by Race differences in income, education, and so on could be the result of racially related sex role expectations or cultural prejudice. (Author/MV)

Mexican-American and Anglo-American children from a semirural low-income elementary school were tested for competition, individualism, field independence, and school achievement. The Mexican-American children were found to be more prosocial and less competitive, but these factors were not necessarily related to lower school achievement. (GDC)

Groups of 270 Black and 270 White children drawn from the national stratified random sample used in the standardization of the Wechsler Intelligence Scale for Children-Revised (WISC-R) were matched on age, sex, and WISC-R Full-Scale Intelligence Quotient to facilitate investigation of the patterns of specific cognitive abilities. (Author)

Second graders were more competitive than first graders, thus suggesting that maturational factors as well as school experience may result in greater competition among children. (Authors)

Children were given the opportunity to donate money to a charity under conditions varying the recipient characteristics (crippled child vs. crippled adult) and the situation in which the child acquired his resources (earned vs. windfall). Findings showed greater generosity toward children than adults and increased generosity with age. Girls…

High verbal subjects were much faster than low verbal subjects in making taxonomic category identity matches and homophone identity matches. High verbals were also faster in making physical identity matches. Males did not differ from females in the time required for any matching tasks; however, they made slightly more errors. (Author/MV)

Investigates whether differences exist in perceptions of class activities for students in Grades 3-8 and between genders. In general, middle school students found their classroom activities less frequently interesting and enjoyable, with fewer opportunities for choice. Girls indicated that their class activities were more frequently interesting…

The present data offer more support for linguistic'' approaches to teaching reading. (Authors)

Analysis of data from the 1991 International Assessment of Educational Progress for 34 countries and 3,300 students ages 9 and 13 years in each indicates that gender differences in performance were generally small in mathematics, but were larger for science, with male scores higher in both age groups. (SLD)

Elementary school students (N=144) differing in classroom adjustment were presented with three written vignettes portraying inappropriate student behavior. Students' predictions of their teacher's motivation and responses to the vignette characters, as well as their own response and understanding, were analyzed for differences by grade, sex, and…

In two experiments, judges evaluated fictitious protocols that varied in the number and uniqueness of the answers. Criteria for judgments were creativity, intelligence and gender. (Author/DEP)

Suggests that interracial differences in mean IQ might be erased depending upon the social psychological characteristics of the test setting and the socioeconomic background of the testee. (Author/DEP)

Factor analyses of responses to the Self-Description Questionnaire (SDQ) by children in grades two to five clearly identified the seven SDQ factors, and correlations among these factors were consistent with Shavelson's model. The results also suggest that these factors become more distinct with age. (Author/BW)

The incidence and causes of cheating were studied through a questionnaire completed by 943 English college students. Reported cheating was widespread, more common among men and less able students, and more common in science and technology students. Student motivation appears to be a major factor in explaining the differences. (SLD)

Peer preferences and perceptions of 258 African-American and 401 White third through fifth graders (313 males and 346 females) attending either majority White or majority African-American classrooms were studied. Racial minority status is associated with peer rejection of girls but not boys. Results support the subjective culture hypothesis. (SLD)