In a long-term health intervention campaign, researchers tested the proposition that consistency among people's knowledge, attitudes, and behaviors is contingent on high levels of involvement with a given subject. (DF)

Tested two models of the relationship between a hypothetical attachment mechanism and an incompatible motivation (a tendency to explore) by pitting two levels of attachment motivation against two levels of exploratory motivation among 15- to 18-month-old infants, alternating freely between play with novel toys at one end of the room and visits…

Examines verbal interactions of mothers and fathers with their school-age children (9 and 12 years of age) during structured sessions. Mothers, more than fathers, tend to use more problem-solving behaviors with their 9-year-olds than with their 12-year-olds and boys discriminate more than girls in their use of problem-solving behaviors with…

Assessed several behavioral and personality characteristics that have been implicated in studying the onset of bulimia in female college students (N=80) classified into bulimia, binge eating, and control groups. Results indicated that bulimics and binge eaters differed significantly on all but a few variables. (LLL)

Surveyed 134 single mothers and their children to examine sex-role attitudes and sex-stereotyped behavior. Results showed mothers generally held liberal attitudes, varying with education and occupation. Children reflected their mothers' attitudes, but preferred traditional behavior and did sex-stereotyped chores. (JAC)

Investigated the differential effect of two kinds of behavior simulation (role-playing) interventions: spontaneous and mimetic-pretend, on the readiness and the responsibility attributions associated with delivering electric shocks to others (N=25). Results showed that the spontaneous subjects were more ego-oriented and inhibited in administering…

Suggests that the composing process is a kind of mental trip, a development of ideas not merely determined by one's limitations but conditioned, rather, by some ongoing circumstances not easily commandeered by the ego. (HOD)

Based on interviews with university faculty, describes the impact of word processing upon their writing habits. (HOD)

Examines three particular areas of nonverbal communication important to adult educators: proxemics (interrelated observations and theories of people's use of space as a specialized elaboration of culture), eye contact, and touch. The implications of nonverbal communication for teaching adults are surveyed. (CT)

Examined effects of presentation of a peer-in-need stimulus to preschool children in real versus hypothetical contexts, with results indicating a significantly higher incidence of helping behavior in real situations. Nature of helping response as a preoperational reaction to concrete contextual cues is verified. (Author/DST)

Results of this investigation suggest that the greater an individual's cognitive sophistication about conversation, the better his or her performance in, and memory for, social interaction. (Auth/PD)

Provides a composite view of the combination of teacher qualities and actions that make a teacher effective. (HOD)

Cognitive activity of children from 1.5 to 5 years of age participating in problem solving and in spontaneous play was analyzed in terms of the successive coordination of existing patterns and the incorporation of new mental components. Analysis identified a series of developmental levels. (Author/RH)

The assertive acts of 48 toddlers and the responses of peers and teachers were registered. It is argued that the higher response rate recorded for boys' acts informs the child that such behavior will produce an effect in his world, while the lack of response to girls' acts suggest the opposite to girls. (Author/RDN)

Analyzes the exploratory patterns of 112 children ages 4 to 12, using visual and auditory stimuli and toy preference and toy exploration tasks. Finds that a preference for complexity and for unknown toys increases with age and notes age differences in exploratory patterns and question-asking behavior. (Author/CB)