A content analysis of children's descriptions of liked and disliked peers as a function of their own age (8-13), sex, and verbal intelligence revealed different status of self-reference between young children and older children. (Author/MP)

Three questions are addressed: (1) Are infants as young as six months capable of interacting with a peer? (2) What type of social acts are used during these early encounters? and (3) Do toys facilitate the interactions? (Author/MP)

The influence of peer models' food selections and eating behaviors on preschoolers' food preferences was investigated. Thirty-nine preschool children's preferences for vegetables were assessed. (Author/MP)

Investigates differences between the behaviors of children entering stable preschool groups (six males, six females) and those of their host classmates, and traces the process by which new children come to approximate host frequencies of interaction and social participation. A sequential time-sampling procedure was employed. (Author/SS)

Investigates girls' perceptions of the adult female role, and the relative impacts of maternal variables, societal stereotypes, and age upon girls' sex-role concepts. Subjects were 150 girls, ages 6-8 and 10-12, from working-class families in rural Ohio. (Author/SS)

Looking times of 96 preschoolers were recorded as they were habituated on slides of sex-typed toys. After habituation, subjects were shown a test series of 24 slides. (Author/SS)

Investigates the effects of child controllability on adult assertiveness, as moderated by adult control perceptions. Four boys (aged seven to nine), trained to be responsive or unresponsive, interacted in adult-child dyads on a toy construction task with 32 women. (Author/SS)

Investigates the maternal, sibling, and situational correlates of prosocial behavior between siblings and the relationship of prosocial to antisocial behavior. Fifty mothers were videotaped with their first- and later-born daughters in a seminaturalistic game-playing setting. (Author/SS)

Explores some attributional determinants of third and fourth graders' self-punishment following transgression in a moral situation. Results were interpreted as supporting the hypothesis that children who are told by adults that they possess desirable moral characteristics experience particularly strong remorse when they fail to exercise…

Assessed the relation between four- and five-year-olds' prosocial behavior and empathy with a modified version of the Feshbach empathy measure. Prosocial behaviors were assessed naturalistically over 10 weeks. (Author/SS)

Instructions were given to first and sixth graders to use an imagery-retrieval strategy in recalling 18 paired associates. (SS)

Two-year-old children's memory for locations of hidden objects was examined in four cue conditions. Pictures marked hidden-object locations in three of these conditions, and either depicted or were related associatively to hidden objects. In the fourth condition, only blank cards were presented with the objects. (Author/SS)

It was hypothesized that young children would have more trouble interpreting instructions given in the "Y because X" form than the "because X, Y." (SS)

Two free-recall tasks, one involving pictures and one objects, were administered to Australian Desert aboriginal 9- to 16-year-olds. Aborigines, unlike "normal" Western children, generally preferred spatial over temporal recall order. (Author/SS)

Employs a clinical interview methodology to examine some of the creative thinking strategies commonly used by children in elementary school grades. Results suggest that children use several strategies on creativity tasks. (RH)