Children's activities with their mothers and the techniques used by mothers while interacting with their child were examined in older (30-46 month) and younger (12-27 month) low socioeconomic status preschool children from high risk (in terms of cultural-familial retardation) and contrast homes. (JMB)

A picture inventory symbolically portraying two alternative value systems in a preschool setting was administered to 172 mothers and 66 female teachers of preschool children. Differences were found between the behavioral expectations of teachers and mothers who were either non-Anglo, working class, or both, but not between teachers and Anglo…

Infants from low socioeconomic status families were randomly assigned to either an instructional day care program designed to prevent socioculturally caused mental retardation or to a nonintervention control group. The effects of these environments were then compared for fetally malnourished infants in terms of later intellectual functioning and…

Observational data collected in the homes of 17 abuse, 17 neglect, and 19 control families indicated that abusive and neglectful parents demonstrated lower rates of interaction overall and were more likely to emphasize the negative in their relationships with their children. (JMB)

Reports an investigation of divisions of labor in child care within the home and the relationship between these divisions and the masculinity, femininity, and androgyny of mothers and fathers. (JMB)

Sex differences in responsiveness to infants were investigated by comparing the physiological responses of boys and girls in middle childhood and early adolescence with their overt behavioral reactions which were presumed to be more affected by societal norms. Results showed no sex differences on the psychophysiological measures but did reveal sex…

Twenty-four infants and their preschool-aged siblings were observed in a laboratory playroom in the presence of their parents. Observations took place when the infants were 12 months old and again 6 months later. (JMB)

Children aged two and one-half to five years gave moral evaluations, attributions of parental affect, and personal liking evaluations of both standard (motive and outcome) moral episodes and simplified (motive only) episodes. (JMB)

Children of ages two and one-half, three, and three and one-half years were tested for their understanding of object hiding. Results indicated that children of this age can be both nonegocentric and skillful at estimating what other people do and do not see under various viewing conditions. (JMB)

Children ranging in age from three to six years counted 7, 10, and 14 items arranged in columns or in rows. Developmental changes in the spatial strategy and the relation of strategy to accuracy were examined. (JMB)

Distance estimates of locations in a camp setting were obtained from 9- and 10-year-olds and adults. Each subject estimated distance on two tasks: magnitude estimation and reconstruction. Data were analyzed for the effects of certain environmental features such as buildings, trees, and hills. (JMB)

The role of reversibility in children's comprehension and memory for sequences of pictures was investigated for children in preschool, kindergarten, and first and second grades. Bidirectionality in the ability to remember and infer antecedents and consequences was assessed. (JMB)

Groups of eight- and ten-year-olds and adults visually searched for the presence of a target letter or number in fields of items that were either of the same or a different category (letter or number) than the target. (JMB)

Investigated preschool and third grade children's metamnemonic knowledge that in order to serve as an efficient retrieval cue of the location of a hidden object, an external marker sign must differentiate it from other locations. (JMB)

Investigated three aspects of children's early language knowledge: (1) comparison of preschoolers response to written stimuli in familiar environmental contexts (on signs and billboards) with responses presented in a traditional reading task format; (2) developmental changes in preschoolers' knowledge of written language; and (3) preschoolers'…