Reports the results of an experiment in which 146 college freshmen were asked either to fake bad answers, fake good answers or record their own views on the Defining Issues Test. Findings indicated that students could not fake higher scores, but could fake bad scores. (SDH)

Tested the hypothesis that the amount of time spent watching television would be significantly related to the strength of traditional sex role development. Subjects were 80 kindergarten and elementary school children. (SDH)

Presents a study to determine, via scalogram analysis, whether there was a constant order in which children mastered six skills: understanding chance events, detecting incongruous causal relations, completing "because" statements, displaying a skeptical attitude, and explaining remote and familiar objects. Data were analyzed for 84 first-graders.…

Investigated the development of temporal perspectives in disadvantaged subcultures and the cognitive structures underlying those perspectives. Subjects were 120 males, including 20 Anglo-Americans, American Indians, and Mexican Americans, from each of two age groups. (10-12 and 14-17). (Author/SDH)

Investigated the accuracy with which subjects of different ages can encode several kinds of cues commonly found in social interactions. Mean ages for the four groups of subjects were 5.5, 7.4, 9.5 and 20.5 years. (Author/SDH)

The extremely popular "training" studies, virtually all of which have been devoted to the attempt to experimentally induce conservation in nonconserving subjects, were discussed with respect to the logic underlying the method and surrounding theoretical and methodological difficulties. (Author/SDH)

The modification of Rutter's Children's Behavior Questionnaire and its standardization was the focus of a study of 496 normal and 102 disturbed preschool children. Resultant data indicated its possible value in clinical or research settings for the first step in early detection of emotional problems. (Author/SDH)

Discusses the discrepancy between the conceptualization of reflection-impulsivity and its operationalization. In a study of 100 children, the separate contributions of latency and accuracy were evaluated. Data indicated that accuracy had important personality concomitants; latency was inconsequential. (Author/SDH)

The perceptual set and misinterpretation hypotheses about children's errors on the class inclusion problem were examined in two experiments involving first, second, and third grade children. Previous evidence in support of the hypotheses is presented. The results of the experiments do not support the previous evidence and hypotheses. (Author/SDH)