Children in grades 1, 3, and 6 were asked to make judgments of their personal identity after three hypothetical transformations: self-other, personal continuity-past, and personal continuity-future. Repsonses were rated on an internal/external dimension. (Author/SS)

The present study is concerned with whether evaluations of actors by children (ages 6 and 11) and adults indicated by allocation of rewards for actors were based on additive, discounting, or augmentation principles. Results are discussed in terms of causal schemes underlying preconventional and conventional moral judgments and the use of…

Replicates an earlier cross-sectional study on sex role development to test for evidence of age and cultural change in degree of sex role stereotyping. Seventh graders, twelfth graders, and adults were instructed to check the adjectives on the Gough-Heilbrun Adjective Checklist that applied to an ideal male, an ideal female, or the self.…

Two experiments were conducted to test the generalizability to children of a theory of analogical reasoning processes, originally proposed for adults, and to examine the development of analogical reasoning processes in terms of five proposed sources of cognitive development. (MP)

The self-report Imaginational Processes Inventory, originally devised for college students, was revised for use with high school students and administered to 181 ninth through eleventh graders. Reliability of the revised instrument was demonstrated. Score differences by sex and age (high school vs college) were analyzed. (Author/SJL)

This study identified success-avoidance imagery in the projective test stories of freshmen and senior girls in a Catholic, working-class community. Success-avoidance appeared in 49 percent of the stories but was not significantly higher in seniors or in those planning on college and a career. (Author/SJL)

Provides data in support of Lawrence Kohlberg's moral development theory. Shows comparable moral judgments for boys and girls at ages 11 and 17, but higher moral reasoning in 14-year-old girls than in their male peers. (Author/RL)

Investigates the effect of various strategy-modeling techniques on the performance of both young children and elderly adults on the 20 Question Task. (Author/MP)

This paper was presented at the annual meeting of the American Sociological Association, Montreal, Canada, 1974, and is a partial report of a sweeping investigation of attitude differences across three generations. (Author/KC)

A comparison of graduates of Black Hawk College who transferred to Western Illinois University and those who entered the external Board of Governors degree program show significant differences in age, marital status, and employment. Few transfers considered the external degree program; few external degree enrollees considered transferring.…

Proposes that cognitive developmental stages can be accounted for in terms of information processing factors which limit the highest level of cognitive system which children can attain at any given age. Delineates four progressively more complex levels of cognitive mediation of the environment. Two experiments which support the developmental model…

Analogous auditory and visual central-incidental learning tasks were administered to 24 second-, fourth-, and sixth-grade and college-age subjects to study the effects of modality of presentation on memory for central and incidental stimulus materials. (Author/SB)

A sorting task was used to define concepts held by 120 children (4, 5, and 18 years old) as available and nonavailable. These concepts were then used at the appropriate age levels in a discrimination-learning task. After learning the discrimination, either a reversal or half-reversal shift was required. (MS)

Concludes "that the one seemingly serious effort of Baltes and Schaie to contest the points of the Horn-Donaldson criticisms only brings us around to the same sad conclusion: that no matter how one looks at the Schaie data, it suggests that, on the average, there is age decline in many important abilities of intelligence." (Author/JM)