Reports on a study that examined how aspects of sex-role learning account for differences in self-concept among preschool children. Subjects were 32 boys and 32 girls. Children with stereotypic child activity preferences or less awareness of sex-trait stereotypes had more positive self-concepts than their peers. (Author/CH)

Preschool children exhibited less curiosity about and less frequent recall of unfamiliar objects when the objects were labeled for the opposite sex than when they were labeled either for their own or for both sexes. (Author/MJL)

To investigate sex-stereotyping associated with computer use, a study was made of effects of gender and age on preschool children's involvement with computers during a school period allowing children to choose from among five alternative activities. A group of 16 boys and 16 girls was divided by age, with the resulting categories consisting of 17…

Of four stories, preschool girls liked one with a female character and feminine activity best, and one with a male character and masculine activity least. The reverse was true for boys. Measures taken a day later showed that children recalled more about stories they had liked least the day before. (Author/MJL)

Examined the effect of observation of gender-related information in the peer group on preschoolers' attention to toys that were not clearly delineated as appropriate for one sex or the other. Contemporaneous peer involvement was significantly associated with children's toy adoption, but cumulative peer involvement was not. (Author/BB)

Investigated sex differences in preschoolers' computer interest and computer competence. There was little evidence for greater male interest and competence; in fact, there were no sex differences in computer competence. Boys viewed the computer as male-oriented, and girls viewed it as female-oriented. (GLR)