Mothers and fathers of 40 preschool children equally distributed by child gender and socioeconomic status (low and middle) were asked to predict the level of success for their child on 4 achievement-type tasks. (Author/JMB)

Results were interpreted as suggesting that sociocultural factors may change the rate of development but not its course. (Author/JMB)

This study examined the role of communicative explicitness, sex, and social class upon children's utilization of a wide variety of hesitation phenomena. Speech samples were analyzed for 20 children 5 years of age. (JMB)

Sixteen fifth graders and 16 ninth graders representing combinations of high and low SES delivered a persuasive message to each of four hypothetical target listeners. Deriving in part from Bernstein's developmental sociolinguistic theory, messages were analyzed into five major categories of appeal. (Author/JMB)

A total of 24 middle class and 16 lower class preschoolers were observed during free play period on 30 consecutive school days. The behaviors of the children were coded by combining the social play categories of Parten and the cognitive play schemes of Smilansky. Results indicate a significant difference in types of play by class. (Author/SB)

Effects of action content and verbal codability of stimulus pictures, parental occupational status and verbal intelligence upon nonverbal serial recall were investigated in white first graders. (Author/SB)

A picture inventory symbolically portraying two alternative value systems in a preschool setting was administered to 172 mothers and 66 female teachers of preschool children. Differences were found between the behavioral expectations of teachers and mothers who were either non-Anglo, working class, or both, but not between teachers and Anglo…

Studied the sex-role concepts, personality adjustment, and academic achievement of 223 10-year-old girls and boys with either full-time employed or nonemployed mothers from working-class or middle-class families. (Author/JMB)