Significantly greater imitation of the teacher model's incidental behaviors was observed among advantaged children, among girls, and in response to the positive reinforcing teacher. (Authors)

Executive competence is defined as the child's ability to initiate and sustain locomotor, manipulative, and visually regarding activities at a given level of complexity and intensity, and with a given degree of self-sufficiency. (Author)

Relevance of cognitive and developmental variables to observational learning and imitation is also discussed. (Authors/MB)

It was tentatively concluded that identification may contribute to the recognition that moral principles and not external sanctions form the basis of right and wrong, but not to the application of these principles to one's own behavior in the absence of authority. (Author)

When high anxious mothers administered tasks to their children, they facilitated the task performance of their daughters but were strongly detrimental to that of their sons. Low anxious mothers chose more difficult tasks for sons than for daughters, and they facilitated the task performance of sons more than that of daughters. (Authors/RY)

Findings of this experiment demonstrate the interdependence of reasoning and action in the development of morality. (Authors)

Results indicated that girls' rule violations were affected by the model's skill level, and by interaction of the model's verbal and behavioral expressions relevant to those rules. (Authors)

Study is an initial effort at determining the sequence and developmental level at which children first use a variety of situational variables in making decisions concerning the appropriateness of various types of aggressive responses. (Authors)

Study investigated the effects of inconsistency of instructions, order of presentation of instructions, and sex of child upon children's behavior in a resistance-to-temptation situation. (Author)

Effects of country of origin and social class on sex differences in body articulation were also analyzed. (Authors)

Distinctions between psychological versus task helping and attempted versus achieved help were applied to the helping behaviors of normal and retarded children of 2 age groups observed in natural settings. (Authors)

Results of this study were interpreted in terms of the social control function served by the public schools. (Author/RY)

This study was designed to assess the influence of an elaborative versus nonelaborative teaching style on children's nursery school behavior. (Authors)

This study of 105 12-month olds replicated 4 similar studies that showed that infants in day care are at risk for insecure attachment. Failure to reproduce significant results suggests that the research literature on infant day care and attachment may be biased by the unavailability of "file drawer" studies--unpublished data showing no…