In a cognitive-developmental analysis of achievement and moral judgments, 300 black and white subjects aged 4-18 made moral and achievement evaluative judgments in sixteen situations. The situations differed according to the intent (effort) and ability of the person being judged, and in the objective consequences of the behavior. Analysis of…

This study examined the transition from concrete to formal operations in very bright children in an effort to determine whether high ability in concrete operations would carry over into formal operational ability, and also to investigate precocity in regard to formal operations. Subjects were 38 white middle-class children ranging in age from…

This paper explores the effects of the childbirth environment and demographic variables on the laboring woman's expressions of tension and pain. Four observable physical measures were combined into a behavioral index of pain and tension: irregular breathing, tension of the upper extremities (rigid muscle flexion), vocalizations of pain (a cry,…

The seven Barber Scales of Self-Regard were developed to provide instruments for assessing the levels of development for individual children. It has been a consistent finding in three field tests of the Self-Regard Scales that age and scale points are related. However, it has also been a consistent finding that the range of scale points for any…

The purpose of this study was to compare performances by Japanese and American children on the Matching Familiar Figures Test, the primary measure of cognitive tempo. Data on more than 3400 Japanese and American children (approximately half male, half female) were used. Factorial analyses of variance revealed significant age x nationality…

Children's self-control behavior in motor and cognitive tasks was examined in a series of two studies in which modeling and self-regulatory mechanisms were varied to assess the influence of each. In the first study, 6-, 7-, 9-, and 11-year-old children individually played a 20-trial game of 'Simon Says' (involving activation and inhibition trials)…

The relationships among the perception, representation, and construction of series are examined within a model of the acquisition of seriation abilities. The model is then related to two experiments with three-, four- and five-year-olds. The key feature of the model is the delineation of parallels among developmental changes in three arenas:…

This paper describes a series of studies which examine the early development of recall. Subjects were children about 2 1/2 and 5 years of age. Recall was tested on nine-item lists which were either composed of three objects from each of three conceptual categories or nine objects from nine different conceptual categories. Age differences were…

Subjects were 65 six-, eight-, ten-, and twelve-year olds from after-school day care programs. The subjects were unobtrusively observed in free play situations involving peers and the duration of their interactions in six types of peer groups of varying size were recorded. Subjects were also administered a picture card test, composed of 20 sets of…

Particular patterns of family emotional processes and interaction are conceptualized as contributing to problems of aging. The emotional needs of older people are inextricably related to those of younger family members, each group benefiting from meaningful contacts between the generations. Case history data are used to substantiate these…

Students in grades 1, 3, 6, and 10 viewed a selection of paintings to determine developmental stages in aesthetic judgment. Age group responses were analyzed for general characteristics and for children's ability to distinguish among standards of personal preference, community values, and technical competence. (SJL)

In a naturally integrated public elementary school, significantly more Black children were referred to the office than White children, but no differences between races were observed for exceptional education referrals. A higher proportion of males than females were referred to the principal's office for disciplinary reasons. (Author/GDC)

It was hypothesized that children in age-heterogeneous kindergartens would be more prone to behave altruistically than would children in age-homogeneous kindergartens. It was found that children who were studying in heterogeneous classes were more altruistic than were children from homogeneous classes. (Author)