Hemispheric processing of visually presented words and pictures was examined in third and seventh graders and college students. Pictorial or symbolic stimuli were presented singly to either the right or left visual hemifield and subjects had to decide whether the first stimulus in a pair matched the second stimulus. (JMB)

Developmental changes and individual differences in children's conceptions of transgression were studied in 46 children from preschool through 1st grade. Differences in response to moral transgressions in kindergarten were related to mothers' control management and to siblings' friendly behavior in the preschool period, early understanding of…

The interactions of Efe infants and toddlers in Zaire with their parents, other adults, and other children were observed. Efe children experienced a pattern of simultaneous and multiple relationships, rather than a pattern that initially focuses on one person and then progresses to other relationships. (BC)

Young, middle-aged, and older adults practiced a squaring algorithm. Working-memory and calculation errors were counted. Practice reduced the number of both types of errors; eliminated initial age-related calculation error differences; and slightly reduced initial age-related working-memory error differences. (BC)

Two sets of meta-analyses examined gender effects on parents' observed language with their children. Findings indicated that mothers talked more, used more supportive and negative speech, and less directive and informing speech than fathers. Mothers talked more and used more supportive speech with daughters than sons. Effect sizes depended on…

Interviewed preschoolers about straightforward exclusion and inclusion for two gender stereotypic peer-group contexts: activities and role-play. Found that all children evaluated straightforward exclusion based on gender as wrong and used moral reasons. Preliminary inclusion decisions in the activity contexts were based on stereotypic…

Second graders, fifth graders, and college students heard 12 stories that varied systematically by situational domain, outcome, and causal attribution. Students were asked to infer the story character's emotion at the end of the story and give reasons for it. Contributions and limitations of Weiner's attribution-emotion model are assessed in light…

Examines the distinction between moral and conventional norms between 60 boys and girls in the first and fourth grades in Israel. Results are interpreted in terms of two distinct orientations to social norms: one where the criteria for social judgment of behaviors are consequences to others and law; the other where norms have absolute validity.…

This study surveyed ninth- and eleventh-graders' evaluations of social exclusion based on social group membership. Responses indicated that participants found exclusion less wrong than denying resources, and used fewer moral and more conventional reasons to justify judgments. Participants relied on their group knowledge or stereotypes in…

Two studies of adults between the ages of 18 and 87 were conducted to determine the relations among age, motor speed, perceptual speed and 3 measures of cognitive performance: study time, decision time, and decision accuracy. Results indicated that increased age was associated with lower accuracy as well as with longer study and decision time.…

Examined television viewing over three years among two cohorts of 2- and 4-year olds. Found that viewing declined with age. With age, time in reading and educational activities increased on weekdays but declined on weekends, and sex differences in time-use patterns increased. Increased time in educational activities, social interaction, and video…

Examined young children's social development of effortful control in a longitudinal study. Found that between 22 and 33 months, effortful control improved considerably, its coherence increased, it was stable, and it was higher for girls. Found that children's focused attention at 9 months, mothers' responsiveness at 22 months, and mothers'…

Two experiments tested a self-regulation model of risk-taking among third through eighth graders in which inappropriate risk taking is associated with overconfidence, succumbing to dysregulating influences, and insensitivity to outcomes. Found that ability beliefs, preference for thrill seeking, peer nomination, competitiveness, and interest…

Examined the influence of emotion, audience, gender, and age on fifth, eighth, and eleventh graders' reported emotion management, emotional self-efficacy, and expectancies. Found that eighth graders regulated emotion most and expected the least maternal support. Children expressed greater self-efficacy and regulation for sadness than for anger.…