Examines the extent to which an infant's social initiative resists or is modified by three variations in the behavior of adult responsiveness: repeated responses, varied responses, and eye aversion. (HOD)

This article outlines a strategy for studying early social relationships in relatively simple animal model systems. It describes some of the differences in approach between neuroscientists and human developmentalists in dealing with the same research problems. (BN)

Investigates relationships between dating competence and loneliness. Concludes that individuals with low loneliness reported significantly greater skills in dating, proximity, satisfaction in dating, and frequency of dating. Reports no significant differences between individuals with high and low levels of loneliness on apprehension about dating,…

Compared interpersonal cognitive problem solving skills of 30 mainstreamed learning disabled (LD) and 30 non-learning disabled junior high school students. Found LD students scored significantly lower than peers on four of five measures of interpersonal problem solving skills, but did not on measures of classroom social behavior. Found no…

Critically evaluates knowledge about relations between early interaction, the "strange situation," and later social behavior in normal and atypical infants including premature infants, abused or neglected infants, and the infants of depressed mothers. Attributes equivocal relations between early interaction behaviors and later attachment…

Examined the relation between the developmental social-cognitive capacity for interpersonal negotiation and both parental-risk and adolescent outcome variables in adolescents 11 to 19 years of age. Found that adolescents' interpersonal negotiation strategies (INS) negatively correlated with duration of parental illness, and that INS level…

Presents one teacher's tongue-in-check suggestions for how to behave on an accrediting team. (JD)

The effects of reducing the number of daily social studies homework questions to reward lower rates of inappropriate classroom behavior was investigated with 19 mildly handicapped junior high students and their two teachers. The intervention resulted in significant decreases in inappropriate behavior with no changes in homework accuracy or…

Explores links between aggression in elementary school children and their perceptions of self-efficacy as well as their response-outcome expectancies. (HOD)

Observation of 39 preschool maltreated children from 13 child care facilities revealed that ratings of the quality of care were significantly correlated with the children's social competence in child care. Aspects of social behavior were related to program organization, physical facilities, traits of the caregiver, and caregiver expectations.…

Loosely coupled educational organizations exhibit structural similarities to preliterate societies in their lack of formal leadership and control. The identification of social outsiders as "witches" to explain disasters affecting preliterate societies may have its counterpart in educational organizations when nonconformists are…

Investigates the cumulative effect of repeated exposure of schoolchildren to antisocial models. Research results highlight the need to minimize models of misbehavior in the classroom and for teachers to manage the class in order to produce maximum exposure to good behavior models. (Author/CT)

A total of 36 American and African mothers and their children in three age cohorts from 6 to 36 months of age interacted around age-appropriate teaching tasks. Major behavioral differences between cultural groups and tasks were demonstrated. (Author/RH)

Reports on a multimeasure, multicontext study of the relationship between father-child and mother-child play and children's competence with preschool peers. Involves 13 boys and 14 girls three to four years of age, and their parents. Children were videotaped while playing with each parent, and their social competence with peers was evaluated.…

Evaluated an assertion training program for adolescents (N=23) in a middle-school setting. Results showed the group who received the training significantly improved their scores on the Piers-Harris Children's Self-Concept Scale and the Intellectual Achievement Responsibility Questionnaire. The control group showed no change in their scores. (JAC)