A study was conducted to explore how second-grade children's memory for film characters' statements varies as a function of (1) group composition (the proportion of boys and girls in each film condition); (2) congruence level of film characters (incongruent and congruent sex-typed statements); and (3) subjects' own sex-role orientations (masculine, feminine, androgynous, undifferentiated). Subjects were 114 Caucasian middle class children, 57 girls and 57 boys, ranging approximately from age 7 to 9. Subjects, sampled from 10 second-grade classrooms, participated in two experimental sessions spaced 1 week apart. During the first session, they were shown a 2-minute videotaped film of a group of six children planning a party. After viewing, subjects were asked free-recall and memory-probe questions about four of the six children they saw in the film. During the second experimental session, subjects rated themselves on a modified version of the Children's Personal Attributes Questionnaire. Preliminary results indicated that sex-role orientation influences memory for film characters as a function of their congruence level. Also, differences in group composition significantly influenced memory; as set size within a group increases (i.e. the number of males or females within the group) memory significantly decreases. (RH)