Kibbutz children (N=998) aged 3 to 10 years were asked to indicate their personal choices in response to a projective test depicting a child in situations of distress and joy. Children selected their own parents as the most significant choice in all age groups, irrespective of communal or family type of sleeping arrangement. (Author)

Research on factors affecting the aging learner, including intelligence, memory, motivation, loss of speed, and physical health is reviewed, refuting the belief that learning ability declines with age. Strategies and techniques for the education of older adults are recommended. (SK)

Determines the frequency distribution of Brainstem Auditory Evoked Potential variables (BAEP) for premature babies at different stages of development--normal newborns, infants, young children, and adults. The author concludes that the assumption of normality underlying most "standard" statistical analyses can be met for many BAEP…

Examined how older lawyers function in a high stress occupation using data from a random stratified sample of (N=130) lawyers. Results indicated that elderly lawyers are able to reduce work stress by control over the quantity of work, focus, and client selection. (Author/RC)

The oxygen uptake and heart rate of men and boys were determined and compared using a continuous incremental bicycle ergometer test. Both groups had similar patterns for consistency, but the children had smaller individual difference variations for both oxygen uptake and heart rate. (FG)

Explored the relationship of self-drawings to self-concept in mentally retarded youths. Overall self-drawing score, size of self-drawing, age and sex shared significant variance with self-concept scores. These variables can provide additional information in evaluating the self-concept of the mentally retarded. (Author)

Discusses results of a three-year investigation of personal, social and academic adjustment by learning disabled students. Concludes that younger children in self contained classrooms achieve more academic and personal success than older ones and those in mainstreamed classes. Identifies five critical factors affecting educational outcomes with…

Norman Williams' moral development theory was tested with students, ages 7, l0, l2, and l5, in Durham, England. Tentative support resulted for his classification scheme and conclusion that moral development is cumulative in nature and that it occurs within four parallel modes: expedient, altruistic, intuitive, and heteronomous. (SJL)

This study sought to replicate findings from a clinical sample of boys with two normal day school samples, ages 9-10 and 13-14. Results showed a significant interaction effect only for the older group. (Author/SJL)

The ranking of acceptability accorded by 316 young native English-speaking and bilingual adults to the 11 most common morphological errors of nonnative speakers of English are correlated with the age, sex, linguistic sophistication, and bilingual status of the native speakers. (PMJ)

Interest in babies was assessed in 30 high school seniors and 32 college freshmen. Measures varied from passive perceptual responses to pictures, to behavioral reactions to a live baby in the presence and in the absence of an adult. (JMB)

Investigates the validity of a semiprojective measure of "engagement" with respect to the differential effects of family size. Engagement style refers to the perception one has of oneself as either doing (agent) or being done to (patient). Subjects were 51 male college students ranging in age from 18 to 26 years. (SS)

Examined assertive bids of elementary school children engaged in a cooperative task. Results from kindergarten and grade one participants support previous research regarding greater male assertiveness and attempts to influence other boys. By grade three, girls' overall assertiveness equaled that of boys. (Author/DB)

Samples of children (N=1,267) in rural Australian primary schools completed the "Where Are You Game" for the assessment of self-regard. Results indicated acceptable estimated test reliability and considerable convergent validity. Comparatively, self-regard was higher in younger children, boys, and higher academic achievers. (Author/SJL)

With specific attention to appropriate teaching strategies, the author defines a developmental stage theory of children's interest in and psychological uses for knowledge. The four stages are: mythic (up to approximately age 9/10); romantic (ages 9/10 to 15/16); philosophic (ages 14/15 to 20/21); and ironic (adult). (SJL)