A 14-item questionnaire was administered to 240 White middle class high school students to assess the seriousness of typical adolescent problems. The three most worrisome problems were physical appearance, careers, and grades. Sex, age, and college v work-bound differences are discussed. The questionnaire is included. (Author/SJL)

This study examined the effects of one alternative school's program on the self-esteem of two adolescent age groups: 15 and 16.5 years old. Results indicated that the younger group experienced significant change in their attitudes toward themselves while in the program, but the older group did not. (SJL)

This essay attempts to describe how age relations are important to the social behavior of preschool children. Major behaviors examined are sociability, friendship, aggression, and dominance. Imitation, cognitive development, social cognition, nurturance, and prosocial behavior are also briefly considered. (Author/SJL)

Twenty-four teachers of the gifted enrolled in a master's program in gifted education responded to instruments designed to elicit their attitudes toward gifted children. Prior to the program their perceptions of "the typical gifted child" and "the most gifted individual whom I have taught" were highly similar. (Author)

Investigates how two traditional early childhood activity settings, the block and housekeeping areas, influence young children's play and social behaviors. (Author/MP)

This study examined subject variable effects for, and interrelationships among six measures of racial awareness. Task reliabilities and validities were also assessed. Subjects were 85 children ranging from 3 to 7 years of age. Ratios of males to females and blacks to whites were comparable across age levels. (MS)

A total of 336 French children between 4 and 10 years old were asked to draw representations of French negative sentences. It was demonstrated that the interpretation of negative sentences depends on phenomena of surface as well as deep structure. (MS)

Examines age differences in social interaction. Subjects range in age from five to 20. Results indicate female groups develop towards adult interpersonal behavior styles earlier than male groups. (Author)

In this study of high school student perceptions of counselors, perception most frequently differed between freshmen/sophomores and juniors/seniors. All students perceived the counselor's activities as being primarily directed toward educational and career guidance functions rather than as an assistant with personal problems. (Author/HLM)

Report of a study, using 7 13 year-old boys and girls, which sought to determine if the growth of underlying spatial abilities are enhanced more if technical drawing activities requiring multiview spatial ability are presented before surface development activities, or vice versa. Includes implications for teaching technical drawing. (TA)

Examined U-shaped development of graphic symbolization in children and in nonartist and artist adults. Found that drawing scores of adult artists did not differ from those of youngest children and artist adolescents, with a developmental sequence in acquisition of the ability to construct referential connections underlying visual metaphors.…

Investigated children's appraisals of the significance of negative events. Subjects were 256 preadolescent children of divorced parents. Cross-sectional structural equation models found significant paths between negative appraisal and psychological symptoms, over and above the direct effects of the traditional life event measure of stress. (MDM)

Introduces a theoretical perspective on media viewing choices, grounded in social identity theory. Content analysis demonstrates that child, younger adult, and older adult television viewers show a preference for viewing characters of their own age. The experiment demonstrates that young adults' preference for viewing young adult characters exists…

Investigated effects of age, gender, and peer social status on children's understanding of emotional regulation. Found that children would less openly express negative than positive emotions. Predictions of peer reactions to emotional expressions depended on type of emotion and expression. Girls anticipated more negative peer reactions than did…

Investigates the reintroduction of referents in the "Frog Stories" told by Italian children, aged 4-10 (n=100). The study confirms that elementary school children are more competent than preschoolers in integrating the semantic content of the current utterance into the context generated by previous discourse.(Author/JL)