Academic performance of boys in a high father-present (more than 2 hours per day) group was found to be very superior to that of boys in early father-absent (before age 5), late father-absent (after age 5), and low father-present (less than 6 hours per week) groups. (NH)

Child-rearing attitude measures were administered to undergraduate students and 6 years later to 63 percent (n=75) of the original sample. General shifts toward increased manifest rejection (especially for parents who were more prolific) and decreased overprotection occurred, but pressure for achievement remained the same. (NH)

Father-absent and father-present seveth graders were compared on moral attributes and overt aggression. Some evidence suggests that some but not all of the effects of father absence are attributable to the lack of a paternal model. Effects may be mediated in part by changes in the mother's child-rearing pattern. (NH)

Thirty-nine second grade children were subjects of an experiment devised to test the prediction derived from cognitive dissonance theory that mild threats are more effective than severe threats in obtaining internalization of prohibitions. (Author/NH)

The relationship between susceptibility to group pressure and the racial composition of small groups was explored in this study of 280 fourth, fifth and sixth graders. On tests of perceptual judgment, Negro children showed more conformity than whites, and girls more than boys. (Author/NH)

These data support the notion that amount of maternal involvement in task solution is determined partly by task difficulty and the child's ability to complete the tasks presented. (Author)

Purpose of this study was to determine whether some major aspects of children's role-playing behavior can be coded reliably and whether role-playing behavior is related to role-problem characteristics and individual variables. (Authors)

The connotative structure of self-concept was examined by factor analysis of a semantic differential instrument and found to be essentially constant through adolescence, more so for boys than for girls. (Author)

These results suggest that, for the purpose of measuring children's incidental learning, materials with integrated components such as color and shape are functionally different from stimuli with spatially independent components. (Authors)

Study shows that there are differences in the information-processing capacities of touch and vision and that these differences are influenced by a variety of factors. (Author)

Findings lend support for further development of the Manikin Construction Task for the purpose of measuring specific conceptual knowledge at all ages. There is also support for its development as an intellectual screening instrument at the 3-year level. (Author)