Examined patterns of custody and their relationship to the behavioral-emotional and social adjustment of 93 children of 3-14 years of age. Found no evidence that joint physical custody arrangements differ from sole physical custody arrangements with regard to postdivorce child adjustment. (RH)

The ability of three-year-old children to deceive was examined in order to determine whether they were able to hide their emotional expression intentionally. Results indicated that very young children have begun the process of learning how to mask their emotional expressions and support the role of socialization in this process. (RH)

Data from 44 boys and 39 girls of 27-63 months of age indicated that children's gender schematization and other cognitive gender schema factors were significantly associated with accuracy in attributing gender-role stereotypes to males and females. (RH)

Examined the role of interpersonal expectations in rejected children's social difficulties. Results indicated that rejected children can make better impressions on peers when they expect interpersonal success. (RH)

Results suggest that adolescent values can be used to illuminate the facets of social competence in adolescence. Supports Ford's (1982) definition of social competence, which requires that explicit value judgments be made prior to defining social competence for any given group or setting. (RH)

This study of 150 males and 121 females approximately 16 1/2 years of age explored relations among developmental levels and styles of interpersonal negotiation strategies (INS) and competence in social problem-solving skills. Also assessed relations among levels and styles of INS and self-reported engagement in problem behaviors. (RH)

Presents a background and rationale for examining personal beliefs of efficacy and control as related to adulthood cognition and memory. Focuses on the self-efficacy construct and its utility in studying cognitive behavior in adults. Highlights related work on achievement behavior in children. (RJC)

Examined convergent validities of the Metamemory in Adulthood questionnaire (MIA) and the Memory Functioning Questionnaire (MFQ). The Memory Self-Efficacy factor in the MIA and the Frequency of Forgetting factor in the MFQ correlate when the two scales are factored simultaneously. (RJC)

Describes the development and psychometric properties of the Memory Self-Efficacy Questionnaire (MSEQ), a self-report measure of memory ability and confidence. The MSEQ and its alternate versions were examined in 3 experiments involving 558 adults. Satisfactory estimates of internal consistency and test-retest stability were obtained. (RJC)

Evaluates memory performance differences after mnemonic training in 48 adults of 17-19 years and 45 adults of 60-78 years. Young adults recalled more than old adults and had higher self-efficacy scores. Training with feedback improved recall performance in both age groups. (RJC)

Examined the relation of control beliefs to individual differences in 63 elderly adults in 1981 and 1986. Over the 5 years, generalized control and intellectual performance did not change, but intellectual control beliefs did. (RJC)

Addresses issues concerning the extension of self-efficacy theory to memory functioning. Issues include perceived memory capabilities, memory self-appraisal, personal control over memory functioning, preservation of a favorable sense of memory self-efficacy, and strategies for generalizing the impact of training in memory skills. (RJC)

Used story grammar to analyze pretend play productions of 46 children of 4-8 years. Results showed structural parallels between pretend play and stories for 76 percent of subjects. Older subjects' play was episodic and younger subjects' was preepisodic. (RJC)

Three studies examined effects of peer interaction on the problem solving of 150 children of 4-11 years. Age, task complexity, and task familiarity were found to qualify effects of peer interaction on motivation and learning. (RJC)

Examined the ability of 144 children of 6 and 12 years to respond to instructions to use environmental landmarks when leading the way. Children who were told they would lead the way did not prepare more adequately than children who were not told. Children did benefit from instructions to attend to environmental features. (RJC)