Second graders were more competitive than first graders, thus suggesting that maturational factors as well as school experience may result in greater competition among children. (Authors)

Unlike the social insect, man is profoundly ambivalent in his social role: the behavioral dispositions which produce complex social interdependence and self-sacrificial altruism must be produced by culturally evolved indoctrination, which has had to counter self-serving genetic tendencies. (Author/JM)

Isolates and tries to explain a phenomenon called the altruistic paradox, which refers to the fact that mankind individually and collectively can be both cruel and kind at one and the same time. (Author/JM)

Although theories of learning which stress the role of reinforcement can help us understand altruistic behaviors, it seems clear that a more complete comprehension calls for an expansion of our notions of learning, such that they incorporate affect and cognition. (Author/JM)

Author attempts to evaluate the possibilities or agreement that might be reached in interpreting the various aims of moral education. (RK)

Emphasizing immediacy of time and place of an experiment, operant behaviorism neglects the polymorphism of learning channels, social influence, exchange over time (diachrony) and over space (arbitrage), and institutions, and its proposed solutions disregard the complexities of culture. (Author/MB)

The roots of the American testing movement lie deeply imbedded in the American progressive temper which combined its belief in progress, its racial attitudes and its faith in the scientific-expert working through the state authority to ameliorate and control the evolutionary progress of the race. (Author)

Special issue devoted to the topic of standard spoken usage. (VM)

Findings suggest that, if curiosity is to be developed meaningfully in the schools, affective development must be fostered at the same time that cognitive skills are taught. (Authors)

The social skills of 119 learning disabled (LD) high school students was compared to that of 60 nonhandicapped adolescents and 57 court adjudicated juvenile delinquent adolescents, The non-LD youths performed significantly better than the other two groups of youths on seven of the eight skills. (Author/SEW)

Results suggested that LD adolescents do not automatically generalize recently learned social skills to novel role playing situations and the natural environment. Also, high performance in a novel role playing situation does not necessarily mean that a student will show a correspondingly high performance in the natural environment. (Author/SEW)

Compares patterns of friendship in infants, toddlers, and preschool children who attended either a child-care center or a program for emotionally disturbed children. Younger children had fewer and more stable friendships; emotionally disturbed children limited friendships to single partners. Complexity of social interaction increased most within…

The study identified a common core of behaviors as perceived by 50 elementary teachers who work with socially and emotionally disordered (S-ED) students. The behaviors ranked as most detrimental were those describing active and/or aggressive actions. When these behaviors are exhibited, elementary teachers perceive them to be detrimental to…

Field independence at preschool age (3 1/2 years) was tested and regressed on measures of 24 children's social and exploratory behaviors and on measures of maternal interaction behaviors during infancy and preschool. Children's exploratory behaviors' and mothers' behaviors were not predictive of cognitive style, but social behaviors were.…