A content analysis of responses to the "Circles" test, designed to elicit information about sex-typing, was developed on a pilot sample of 10- to 11-year-old school children. Argues that sex-typed response styles are modifiable psychological characteristics, and that investigations of individual differences in cognition need to emphasize styles,…

72 boys and 72 girls at age 41/2 years were tested on the WPPSI. Results underlie the necessity for comprehensive control data on materials used in studies of cognitive development. (Editor/RK)

Four types of kindergarten programs varying in time scheduling and planning for and reinforcement of task orientation were defined and their effects on four- and five-year-old pupils observed. The task orientation of the children varied with the degree of program planning to enhance it. (Editor/SJL)

The Conceptual Style Test, a mathematics achievement test and an intelligence test were administered to grade 6 children, 206 boys and 212 girls, in five urban Jamaican elementary schools. Mathematics achievement had significant positive correlations to analytic conceptual style and intelligence; girls had higher mathematics achievement than boys.…

Canadian seventh-graders were given intelligence, mathematics, and English tests. These scores and their class grades were compared with personality questionnaire measures of aggression, self-concept, and attitudes. Substantial correlations were obtained between the ability and personality variables, with marked sex differences. (Author/SJL)

Accuracy of expectation for oneself and for another was assessed on a perceptual judgement task with first, third, and fifth graders. Significant main effects of grade and feedback level were observed, whereas the significant performer effect was confounded by a grade X performer interaction. Sex differences were insignificant. (Author/SJL)

It was hypothesized that specific styles or verbal processing would be characteristic of 96 high school students drawn from different social class/sex groups. Such distinctive patterns of functioning, it was assumed, could be largely explained by earlier socialization experiences. Sex differences and six dimensions of verbal processing were…

Explores whether there is a relationship between the attitudinal correlates of academic achievement within a certain achievement group, e.g., the average-achievers, and the subjects' intellectual level. Or, in other words, are the attitudinal correlates of academic achievement in average-achievers of high intelligence same as in average-achievers…

This study analyzed the Tertiary Admission Examination and Australian Scholastic Aptitude Test results for 264 pairs of 17-year-old monozygotic and dizygotic twins in Western Australia to determine if examination performance is influenced by environmental or genetic factors. Purely environmental models are rejected as inadequate explanations of…

Test results from five-year-olds showed significant social class effects on all cognitive abilities but significant sex differences on only motor ability. Children with mixed or not-established hand preference had significantly lower general cognitive ability than right handers. (CMG)

Describes study conducted in England, Scotland, and Wales based on a national sample of 11-year-olds that investigated the relationship between large verbal and non-verbal differences in ability and underachievement in mathematics and reading. Sex differences are also examined and further research needs are suggested. (14 references) (LRW)

Subjects from four physics or literature classes expected a delayed or an immediate test after their class. All were tested immediately. Male subjects expecting the immediate test performed better than males expecting a delayed test. Absence of interaction effects with personality measurement suggested the inadequacy of the goal gradient…

On the premise that "anxiety" and "achievement motivation" may be indicative of coping strategies, questionnaire measures of these traits plus academic tests were administered to 956 British pupils taught by teachers representing formal, informal, and mixed teaching styles. For part two of this study, classroom behavior, see AA 532 923.…

Using a behavior observation schedule, classroom behavior was investigated in relation to pupils' level of anxiety and achievement need, which were hypothesized to be indicative of coping strategies. Subjects were 104 British students (ages 10-11) in formal and informal classrooms. For part one of this study see AA 532 922. (Author/SJL)

This study of 182 English school children examined three issues: possible changes in self-concept resulting from transfer from primary to secondary schools; possible relationship between self-concept and attitude toward school; and possible differences in school attitudes between high and low self-concept students. (Author/SJL)