Presented is evidence that situational factors have more effect on political behavior of both sexes than is usually reported in socialization literature. When situational factors are varied, respondents in the high stimulus situation are found to be more politically expressive regardless of sex. Available from: Southern Political Science…

Examines the effects of the sex of the receiver, the status of the communicator, and the mode of communication on the exchange of positive, neutral, and negative evaluations. (Author)

Reports on a study of 60 University of Georgia advertising majors' self-images and perceptions of the "successful" advertising executive. (KS)

Reported is a significant correlation between book carrying behavior and sex stereotype which appear to be a consequence of social modeling. Second grade and older males typically carry books at their sides while females carry books against their chests. Kindergarten and first grade students typically carry books by their sides. (SL)

Investigates the pattern of clients' precounseling expectancies, whether these differ for male and female clients, and the relationship between clients' expected content emphasis and the actual emphasis during counseling sessions. (Author)

Twenty groups of 9-11 year old boys and girls from an Arab village played a game which required interaction among them to obtain prizes. Boys were more cooperative than girls. (DM)

Inter-relationships between subtests of the WISC, intellectual and behavioral impulsivity, were examined separately for boys and girls in an attempt to confirm that impulsivity is differently related to attainment for the two sexes. (Authors)

Four hypotheses were derived from the proposition that positive self-concept is due partly to an ability to utilize self-initiated verbal reinforcement. (Authors)

Elementary school children of both sexes (n=132) saw a male peer film model either rewarded or punished for touching prohibited toys. The model either smiled, cried, or showed no reaction, and subsequently had a differential influence on the behavior of children who observed. (NH)

Provides evidence that subjects who have experienced deception in experiments exhibit altered behavior and/or attitudes in subsequent experiments. Bibliography, tables, and graph. (RW)