In the fifth and sixth years of life, the ability of girls to identify primary colors by name is greater than that of boys. Children in the sixth year who attend school outperform those who have not been to school, and girls of this age who have not been to school name colors as well as boys who attend school. (Authors)

Reexamines data from a study by Bayley and Schaefer and argues that no significant sex difference was demonstrated in their study. Points out that the male and female samples differed significantly with respect to both level of mother's education and children's IQ variance. (Author/JMB)

Results indicate that there is no simple relationship between type of observer present and children's aggressive responding following exposure to an aggressive model. (Authors)

Results supported the expectations regarding field dependence-independence but failed to support those regarding sex differences. (Authors)

Game-like and test-like methods of divergent thinking assessment were compared with 10-year olds. Effects of method on score correlates were sufficient to allow the possibility that method may be implicated in outcomes of many studies of divergent thinking. (Author)

Study tests the hypothesis that younger children's self-reinforcing tendencies would be governed by prior social comparison concerning the relative amounts of rewards each received by himself and a peer, while older children will take into account whether any observed discrepancy in rewards received is merited or arbitrary. (Author/CB)

Boys who took credit for their academic successes and girls who accepted blame for their failures were those most likely to have higher grades and higher achievement test scores. (Author)

These studies focused on sex differences and were designed to test the hypothesis that girls were more likely to be immobilized by a fear stimulus than boys. (Authors/CB)

Neither content of instructions nor personality characteristics are effective independently, but rather they combine to produce a rather clear-cut joint effect, with the dominant rather than the warm person's instruction being followed. (Author)

The major results were: (a) the Ss as a group rated the blacks more highly than the whites; and (b) familiarization enhanced ratings made by both male and female Ss of the blacks, but not ratings of the whites. (Author)

Study designed to reveal some of the intermediate skills which might account for the superior academic performance of children who perceive their reinforcements in those situations as caused by their own behavior (internal control). (Authors)

Objectives of this study were to attempt to classify preschool children on conceptual tempo, to investigate a relationship between conceptual tempo and ability to inhibit movement, and to investigate the relationship of intelligence to both dimensions. (Authors)

While father absence due to divorce, desertion, or separation had the most negative influence in the initial 2 years of the child's life for boys and girls, father absence due to death was the most detrimental when it occurred in the 6 - 9 period of the boy's life. (Author)