Television in the home and its effects on violent behavior and faulty nutritional patterns as seen by a pediatrician. (JAB)

Views the designation of "runaway" as a social process, with the concept of "career" being central to this effort by allowing for an identification of where in overall process young persons see themselves. Becoming a runaway is conceived as process of action and reaction, as the end product of a person's actions, reason, and symbols. (Author/NB)

Analyzes the process by which people become moral beings. An economic argument shows that the costs of both virtue and evil are small. There must be some incentive to practice prudence. Prudence is learned prior to morality and must be fostered in order to create moral beings. (VM)

Investigated teenagers' use of the shopping mall as a "hangout" through interviews with 51 adolescents using the mall, and 10 hours of behavioral observations. Results indicated that many teenagers visit the shopping center regularly to watch members of the opposite sex, play video games, see friends, shop, and people-watch. (Author/NRB)

Effects of three proximity arrangements on socially oriented responses of three dyads of severely multiply handicapped students were compared. Results indicated that social responses increased as function of closer proximity. Social responses were observed more often at one foot than at five feet for all Ss, and more often at five feet than at ten…

Suggests that individualism has become intellectually untenable for the further development of practice perspectives in the profession of social work. The membership perspective as presented takes account of this and provides an alternative based on sociality. Discusses implications for social work practice. (Author/JAC)

Draws parallels between MacIntyre's account, in "After Virtue," of contemporary moral theory and practice and the conduct of young adults in conflicts developed over the breaking of an agreement to cooperate. Implications of the similarities and differences are discussed. (Author/RH)

A classwide peer tutoring procedure stresses team competition and within-team cooperation and promotes social behavior in elementary children. Examples of the structural tutoring approach are given. (CL)

When not socially engaged, children showed a significantly greater percentage of reoriented attention during vocalizing than nonvocalizing periods. Findings confirm the existence of an attention/vocalization relation and are consonant with Greenfield's predictions about the nature of this relation. The relation held equally for prelinguistic and…

Results of two experiments indicate that dimensions of the social situation in which social behaviors are modeled influence eight-month-old children's tendency to imitate and their choice of recipients for their imitation. (Author/RH)

Argues that common anatomical and functional characteristics exist among the brains of reptiles, mammals, and man--the most significant commonality for educators being social behavior. Illustrates inherited behavior, including behavior observed in classroom and believed to be learned by placing it in context of a model "triune"…

Suggests that the learning of sex roles is based on a bipolar dichotomy of gender-appropriate behaviors. Response alternatives are discussed including the single polarity, bipolar acceptance, and integration of polarities. Contends that integration is essential for growth. (JAC)

The article on the effects of social and linguistic environment on language learning in children reviews findings on child-centered interaction styles, touching upon interactional style and language processing and cross-cultural studies of interactional style. (CL)

Summarizes research on competition as a part of normal development that is disproportionately reinforced within American culture. Concludes that the negative effects of competition are widespread and damaging and that the members of the helping professions have a responsibility to create and protect cooperative environments. (LLL)

A method for fading object rewards for superordinate prerequisites to social play simultaneously with socially rewarded training on specific play was effective in teaching games to 15 institutionalized retarded adolescents. (Author/CL)