Examined the adequacy of the cognitive developmental stage hypothesis in accounting for the development of children's friendship expectations. It was concluded that cognitive-developmental stages may be of limited value in predicting the development of friendship expectation unless only broad age changes are sought. (Author/RH)

Replicates a study reported by Seavy, Katz, and Zalk (1975) in which adults interacted with an infant who was introduced as a boy, a girl, or without specific gender information. Gender labels resulted in highly sex-stereotyped behavior concerning toy choice. (Author/JLF)

A variety of issues associated with resistance to or necessity for author-anonymous reviewing of scholarly work are examined: sex, age, and even name stereotyping; tradition; institutionalization of egalitarianism; promotion of newer scholars; and power politics. (MSE)

Examined sex role expectancies for counselors as a function of sex of student, preference for counselor's sex, and sex of counselor. Results indicated that males expected counselors to be less masculine than did females. Male counselors were expected to be masculine. Female counselors were expected to be psychologically androgynous. (Author/BEF)

Investigates the role expections and possibility of role conflict of Catholic college chaplains. On questionnaires both chaplains and students report major differences between ideal role and the real work of chaplains. All chaplains perceived counseling as a major role but it was not their major source of student contact. (JAC)

Regular-classroom elementary school teachers (N=99) were shown a photograph of an 11-year-old Black, Mexican American, or White child and were told that the child was either educable mentally retarded or attended a fifth grade class. The child's race significantly influenced the teachers' initial expectations. (Author)

Twenty-eight learned helpless children (ages 9-13) assessed as reading below grade level were randomly assigned to one of four reinforcement and attribution retaining treatments. Indirect and direct attribution retaining increased childrens' reading persistence and their attribution of failure on the Intellectual Achievement Responsibility scale…

To investigate the role expectation based rules governing formal reasoning performance, a battery of group and individual aptitude measures and formal reasoning tests were administered to 17-year-olds. Individual differences in usage of these rules were clarified by establishing an overlap between an aptitude model and formal reasoning.…

Creating the climate in which fund raising takes place is a key presidential responsibility. Trustee relations, staff supervision, budget control, program objectives and development, and effective influence are other tasks. (Author/MSE)

Rotter's locus of control scale was administered as part of a longitudinal survey of high school boys. Personal control and world control attitudes significantly related to school and social functioning, self-attitudes, and parental relationships. (Author/DB)

Results from residence hall paraprofessionals and regular students who completed the State-Trait Anxiety Inventory and Mooney Problem Check List strongly support the hypothesis that paraprofessionals report significantly more personal problems than regular students. (NRB)

Exchange theory is used to explain motivations and behaviors in runaway children. Runaways with favorable family and school experiences and rejected abused children who do not run are considered. Facts about running are examined for consistency and hypotheses are offered. (Author)

This study of male and female Malay and Chinese students indicated that groups which perceive postsecondary education to lead to a greater certainty of university attendance and/or better job prospects are more likely to continue their schooling than groups which perceive the benefits to them to be less attractive. (Author/SJL)

Presents counseling and communication techniques for giving external expectancies the internal direction necessary to facilitate behavior change. Locus of control expectancies provide a useful concept for assessing and influencing the behavior of unmotivated clients. (Author)

Investigated teacher attribution of the nature of the handicapped child's problem by ED or LD handicap label and strength of expectancy as a function of amount and type of information. Type and valence, rather than just amount of information, appeared to be more influential of attributioning in decision making. (Author/RC)