Reports results of questionnaires and interviews conducted with 123 parents (mostly mothers) of preschool, first-grade, and sixth-grade children. Finds that parental limitations on children's altruism are based on cogent rationales and are a direct function of the situational cost involved and the age and familiarity of the recipient. (CB)

Twenty intensive interviews with respondents who were students, teachers, or both in New York City's schools prior to 1917 provided data enabling the author to compare the educational goals of Eastern European Jewish immigrants of the pre-World War I period with the official goals of the schools. (PGD)

Describes two surveys used to (1) determine sex differences in attitudes toward computers and video games among schoolchildren and the relationship of these attitudes to attitudes about science, math, and writing; and (2) sex differences in attitudes toward computing among a select group of highly motivated college freshmen. (SA)

Focuses on psychological sex differences--questions about variations in ability, emotions, drives, and personal traits. Discusses research into sex differences in mathematical ability, revealing the difficulties of acquiring findings which are both impartial and stable between studies. Argues that the literature on other aspects of sex difference…

Studies changes in the political culture of China from 1970-1976 through an analysis of elementary/secondary language textbooks. Agrees that texts are political handbooks for the young, providing them with rules and guidelines for behavior and revealing political reality as leaders would like the young to view it. (NEC)

Systematic observations of affiliative interaction in 15 stable peer groups were conducted across three years in an urban day care center. Groups contained 193 French-speaking children ranging in age from one to six years. (Author/RH)

Using paired pictures of three houses and four automobiles, responses were elicited which measured impressions of the owners of each object. Comparisons of response patterns showed substantial differences between five- and eight-year-old groups but little difference among gender and social status within age groups. (Author/DST)

Through written responses to a questionnaire, adolescents' perceptions of discussions with parents and friends were examined with reference to academic/vocational, social/ethical, family, and peer domains. Findings are discussed in terms of differences in procedures of social construction between parents' and friends' socializing influences.…

The extent to which informal contact socializes students by influencing their educational aspiration level in a commuter setting was investigated using a longitudinal data collection with the student as unit of analysis. Significant interactions between informal faculty-student contact and race were found. (Author/MLW)

The previous articles in this journal on social skills are examined for their implications for training and practice of school psychology. The author concludes that recent developments from studies of social competence and social skills provide increased opportunities for school psychologists to make progress in general areas. (Author/EGS)

The process of self-disclosure among adolescents and parents may change as a result of adolescent development, specifically, changes in cognitive and physical development and self-concept. Implications of changes in self-disclosure are discussed in relation to parent-adolescent interaction. (Author/EGS)

Presents research evidence that exposure to desegregated schools leads to desegregation in other areas of adult life. Includes a table summarizing results from studies on effects of desegregation. (MD)

A cross-cultural sample of 311 teachers reported that students, through class discussions and assigned textbook readings, are being exposed to information about occupations and the communicator styles of organizational/occupational roles. (PD)

Compares and demonstrates a correspondence between L. Kohlberg's stages of moral development and M. Douglas's grid/group theory. Reinterprets Kohlberg's findings and discusses limitations of both theories. (BJD)

The debate about the purposes of education is worthless because the power of education is vastly exaggerated, because it is assumed that improvement can come from within the system, and because the debators are unaware of the real purpose of education: socialization. What happens in the classroom is largely irrelevant. (MSE)