Forty children each from nursery school, first grade, and third grade participated in a study of the use of symbolic mediators in the control of overt behavior of children with internal and external locus of control. Each child participated in three different verbal control tasks: a push-button task, a pounding-board task, and a serial-recall…

In this study of perspective taking and moral judgment 20 children (10 boys and 10 girls) at each age level between 4 and 10 years were given Feffer's Social Role-Taking Task, a spatial perspective-taking task and Damon's Test of Positive Justice. Investigated were: (1) the specific developmental sequences for role taking, spatial…

This paper presents a framework for conceptualizing the different ways in which instructions in experimental tasks may be misunderstood. Five possible types of misunderstandings are identified and discussed: (1) misunderstanding of a particular term in the instructions; (2) misinterpretation of a task because the instructions are difficult to…

This study was designed to provide observations of the vocalizations and language of infants and young children and of changes in the subjects' pattern of play with toys, as well as their locomotor activity in a playroom. One hundred infants and children ranging from 10 months to five years of age were observed for two 15-minute periods, one with…

The self-concept of three groups of different age children attending traditional and open classrooms was assessed over a two-year period. Self-concept differences due to both age and classroom type were observed and are discussed. Certain implications of the results for elementary school counselors are pointed out. (SE)

The performance of 132 pre- and primary school children on a Bender-Gestalt copying task was compared with that of a multiple choice version. Significant correlation coefficients were obtained between the copying and recognition scores. The multiple choice version was also as successful as the copying test in predicting reading achievement scores.…

An exhaustive review of research dealing with personal and environmental correlates of student racial attitudes generated 10 hypotheses which were tested using data collected from over 5,000 Georgia high school students; the independent variables analyzed included sex, socio-economic status, academic achievement, religion, age, and urban/rural…

Classrooms for mentally retarded, emotionally disturbed, learning disabled, and average students were studied to identify which rules of formal logic teachers and students employ. Results indicated that teachers and students use extralogical reasoning significantly more often than formal logical rules. This was true for three grade levels and all…

The contraceptive utilization of a sample of sexually active, urban, high school males (Black, Hispanic, and White) was examined by anonymous questionnaire. Contraceptive use was haphazard, but White males tended to be more effective contraceptors than the other two groups. Reasons for nonuse were also studied. (Author/SJL)

The effects of performance-enhancing modifications of testing procedures of a Piagetian-type instrument were investigated for samples of elementary school-aged White, Black, and Mexican-American children. Results are discussed in terms of test validity. (JKS)

It was reasoned that younger children would be more susceptible to situational uncertainty, and thereby imitate more than older children or peers tested under more structured conditions. Children 6 through 8 and 12 through 14 years old were tested for target-relevant and incidental imitation under conditions of high and low structure. (Editor/RK)

Children's metacognitive awareness of variables (such as person, task, goals, and strategy) that influence reading was assessed with an interview. Second graders were aware of some reading dimensions but were less sensitive to semantic structure than sixth graders. Relations among instruction, metacognitive development, and reading proficiency are…

Kindergarten children were administered a paired-associate learning task at the beginning and end of the school-year, under either regular (control) or self-generated visual imagery instructions. Age predicted performance in the imagery but not in the control condition. Results supported the developmental imagery hypothesis. (Author/RD)

This study attempted to assess the effects of three variables: recruiter's age, title, and presentation, on students' impressions of campus job recruiters. A three factor analysis of variance indicated that title and age significantly influenced impressions, while nonfluent presentation may have had a selective effect. (Author/SJL)