The Every Child a Winner Movement Program provides developmental movement experiences designed to fit the individual needs of children. This program is described in relation to its benefits for the mainstreamed population through themes of space awareness, body awareness, and quality of body movement. (JN)

Twin children were videotaped hitting an inflated clown figure. Three behaviors (number of hits, intensity of hits, and number of quadrants hit) showed adequate response characteristics, rater reliability, and test-retest reliability. Twin analyses of the three behavioral ratings yielded no evidence of hereditary influence. (Author)

Notes that while there are some similarities in secondary school teachers' and students' perceptions about the kinds of written work usually done in class, there are also very marked differences in perceptions, particularly regarding essays, short answers, and poetic writing. (HOD)

A position is stated which contends that the least restrictive environment for a given child should not necessarily imply "mainstreaming." Rather, decisions about school placement should be made on the basis of the individual child's needs and on the availability of professional support by qualified persons after the placement. (Author)

The importance of understanding individual differences in learning styles and temperament for developing special education programs is considered in the context of K. Lewin's theories of the interaction between behavior, personality, and environment. (DB)

Addresses four major issues in developmental psychology: the preservation of structures over time; the psychological growth functions for emergent competences; the mechanisms of change in development; and the determinants of individual variation in psychological development. (Author/DB)

An exercise in which students chose between a computer-made poem and a poem with a human voice produced disconcerting results for two college teachers and revealed that the teachers made unwitting assumptions about taste, perception, values, and truth. (RL)

Looking times of 96 preschoolers were recorded as they were habituated on slides of sex-typed toys. After habituation, subjects were shown a test series of 24 slides. (Author/SS)

Describes a study designed to determine whether students with different personality types react differently to different educational games and simulations. The thinking-feeling dimension of the Myers-Briggs Type Indicator was used to type a group of graduate students who participated in seven simulation games and simulations. (Author/LLS)

High school and college students solved problems differing in level of uncertainty; their expressed curiosity about the correct answer was gauged; and later recognition of correct answers tested. Both epistemic curiosity and recognition bore monotonically increasing relationships to degree of uncertainty. Systematic intersubject differences in…

Investigates the hypothesis that high self-monitoring individuals are particularly knowledgeable about others who are prototypes of a wide variety of trait domains and that low self-monitoring individuals are particularly knowledgeable about their own characteristic traits, attitudes and dispositions. (Author/SS)

Investigates the relationship between causal attributions and responses to social rejection across popularity levels, focusing on individual differences along each dimension. (Author/SS)

Examines personality differences among college students manifesting varying degrees of anger arousal as measured by the California Psychological Inventory and the Anger Inventory. (Author/SS)

Investigates the reflectivity hypothesis by assessing (1) individual differences in preschool children's decentration ability and cognitive style of reflection-impulsivity and (2) the effects of instructing preschool children to adopt a reflective search strategy in their use of intention and consequence information in moral judgments. (Author/RH)

The following hypotheses were tested and confirmed: (1) highly competent females achieve less when their partners are less competent males than when their partners are less competent females, while highly competent males achieve equally well in either case; (2) less competent males and females achieve more when their partners are highly competent…