In an attempt to examine the general school culture, this study compares and contrasts the normative classroom environments of five types of public schools: urban, rural, suburban, vocational, and alternative. The Classroom Environment Scale (CES) was given in 409 classrooms, and the classrooms were grouped by type of school for analysis.…

Examines the convergent and discriminant validity of six widely used measures of role-taking skill. The Borke; Rothenberg; Miller, Kessel, and Flavell; Chandler; DeVries; and Glucksberg and Krauss tasks were administered to children in preschool and grades 1, 3, and 5. (Author/JMB)

Examined the development of stable concepts of "boy" and "girl" in kindergarteners and first and second graders. Gender constance was explored in relation to: performance on conservation tasks; application of gender label to self or other; application of gender label to live person or pictorial representations; and sex role preferences.…

An instrument developed to assess beliefs about male and female attributes was administered to 72 preschool children. Results indicated that children as young as 2 years of age possess substantial knowledge of sex role stereotypes and that this knowledge is highly correlated with comprehension of gender identity as an irreversible characteristic.…

Presents two experiments which examine fifth-grade children's memory for stereotypic and reverse stereotypic and sex role content in their reading material. (Author/JMB)

Toddler children and their parents were observed in their homes using an observation checklist. Parent behaviors were categorized as positive, negative, or neutral, and parental reactions to specific child behaviors were examined to determine if the sex of the child or the actual behavior influenced the type of parental reaction. (Author/JMB)

Fourteen fathers were observed with their children in unstructured and semistructured situations at home. Mothers and children were also observed, with and without fathers. Observations were made when the children were 15, 20, and 30 months old and assessments of the children's intellectual competence were also made at these ages. (Author/JMB)

Observed 3-year-old boys and their parents in dyadic play situations to determine how the difference in the ages and roles of parent and child influence the quality of their interaction. Also examines how the sex of the parents influences the nature of their interaction with their young children. (Author/JMB)

A reanalysis of first-year longitudinal data suggests that infants' reactions to a stranger up through the middle of the first year are attributed to a wariness of the unfamiliar while by 9 months, learned aversions which have their roots in prior disturbing experiences may become an important additional determinant. (Author/JMB)

Children aged 2 1/2, 3, and 3 1/2 years who had demonstrated appropriate uses for a set of objects, were asked to perform these same actions with objects which varied in similarity in the reference object, or with no object present. (JMB)

Investigates whether noninstructional speech distracts normal school children from a vigilance task and examines the role played by meaningfulness and schedule of presentation in producing speech's effects. A total of 60 first grade males performed a 30-minute visual vigilance task under five conditions of auditory background stimulation.…

Investigated both immediate and delayed effects of two training procedures on the listener behavior of first grade children in a referential communication setting. The effects of variations in the presence and absence of (1) a plan for effective listening and (2) modeling of appropriate listener behavior were assessed. (Author/JMB)