Findings confirm that children discriminate anger from other background emotions. Children's history of exposure to conflict between parents influences the emotional reactions they have and coping strategies they use when faced with anger between others. Children from violent marriages showed solicitous behavior toward their mothers. (RH)

Elementary school teachers (N=108) completed Teacher Assessment of Self-Control Skills on their students; Teacher Self-Control Rating Scale and Teacher-Child Rating Scale for four students. Found significant relationships between self-controlling skills and ratings of self-control and adjustment in upper grades; significant differences in level of…

Investigated relationship between academic achievement and locus of control among 643 elementary school students. Found no main effects for gender or race. Observed significant main effect for condition (at-risk versus not-at-risk), with at-risk students being more externally oriented. Found significant effect for grade, trend being for grade…

Explores the factors associated with expected outcome of emotional expression and likelihood of expression among 125 first-, fourth-, and sixth-grade children. Results suggest that socialization practices tend to be directed towards the suppression of sadness among males. (RJC)

Examines the effects of psychological counseling style and status configuration on Koreans' perception of counselor performance. Findings were significant for the effect of counseling style only. Suggestions for further research on status configuration are discussed. (FMW)

A survey of 136 high-school physical educators found that perceived teacher competence significantly influenced the educators' attitudes toward teaching students with handicaps. No relation was found between the attitudes of physical educators and: gender, age, courses about students with handicaps, degree earned, or experience teaching students…

Several exclusionary discipline practices used with handicapped learners are described. A survey of 253 principals identified the variability of disciplinary practices, as a function of geographic region, community size, principal's sex and years of experience, grade level, differential rules for handicapped and nonhandicapped students, and types…

Forty-three preservice teachers in programs for hearing-impaired students were studied to determine the effects of age, sex, and computer experience on their attitudes toward computers. Measurements of computer anxiety, confidence, and liking indicated that computer experience corresponded with positive computer attitudes; age and sex had no…

Four experiments investigated phonemic and visual similarity effects in 5- and 10-year olds. Results suggested that young children rely on modality-dependent codes, which are probably automatically activated, and do not use a speech-based memory code for drawings and words. This pattern of findings appeared to be independent of culture and…

Examines subjects' processing in misleading test items. Suggests that the M-power for children, when assessed behaviorally, may increase with age in a discrete manner, and have the potential to generate interval scales of measurement. In addition, suggests that, in light of the results, what statisticians often consider "error of…

Alumni associations wishing to attract younger graduates with their programming may find they need to assess the interests and needs of this group carefully including their reasons for participating in continuing education programs, time constraints, travel costs, family responsibilities, and professional development needs. (MSE)

Notes that Grusec and Goodnow's model of discipline encounters as context for children's internalization of parental values seems best suited for middle childhood and adolescence. Suggests that processes such as social referencing, sensitivity to standard violations, emergence of self, and self-regulation may be important antecedents and signs of…

Children, ages 4 through 10, predicted exam performance of stimulus students using information about both motivation and ability as well as about either motivation or ability alone. Age did not emerge as the main determinant of response consistency. Children gave greater weight to positive than to negative motivation but equal weight to both…

Investigated children's understanding of meaning of the cognitive verb "know" (as defined by an abstractness and conceptual difficulty hierarchy). Found that knowledge increased with development, and low levels of meaning were mastered before high levels, and more rapidly. Understanding in audio-taped stories was more difficult than in video-taped…

Tested children with apparatus that dropped balls through clear or opaque interwoven tubes. Found that older children could solve configurations with greater number of tubes than younger children. Success with clear tubes did not transfer to opaque tubes. Significantly, errors were consistently directed to location directly below ball's last seen…