Concludes that the movement from parallel play to group play may be more a matter of minutes that months. For the 41 children observed, who ranged in age from 32 to 42 months, parallel play often functioned in the stream of activities as a bridge to group play. (Author/RH)

Investigated children's understanding of facial expressions such as anger, sadness, and disgust. Further study explored children's capacity to associate components of emotional expressions with the emotions to which they are related. (Author/RH)

Examined the development of the ability of 5-, 9-, and 13-year-old children to produce elemental and complex facial movements intentionally. (Author/DB)

Investigated the possibility that older children recall more than younger ones because they have more information about items available for multiple encoding. (Author/DB)

Two studies assessed the effects of material incentives and feedback on the use of rehearsal by first grade children. Subjects were required to remember the order in which the experimenter pointed to simple objects and rehearsal was assessed by observing lip movements during a 15-second retention interval. (Author/DB)

Attempted to determine whether children from grades two and six generate inferences while they read or only later in response to tasks which require inferences. (Author/DB)

Three- to eight-year-old children were asked to make causal attributions for performance on a motor task, reward allocations for the performance outcome, and state expectations for future success. (Author/DB)

One- to four-month-old infants' abilities to see various structural characteristics of a subjective contour figure were assessed by means of a habituation procedure. (Author/DB)

The quality of play that 26 toddlers engaged in was examined in four successive social settings: (1) mother-child; (2) child alone; (3) mother, child, peer; (4) child-peer. Results are discussed in terms of how the social setting and the sex of the child influence play behavior. (Author/DB)

Women pregnant with their first child were observed interacting with an infant labeled as either a boy or a girl. Toy use and other maternal behaviors were examined as a function of gender label, women's attitudes regarding gender differences, and infant behavior. (Author/DB)

Examined assertive bids of elementary school children engaged in a cooperative task. Results from kindergarten and grade one participants support previous research regarding greater male assertiveness and attempts to influence other boys. By grade three, girls' overall assertiveness equaled that of boys. (Author/DB)