Research on self-disclosure has suggested that in dyadic social interactions, self-disclosure by one member of the dyad tends to be reciprocated by the other. Little is known, however, about the parameters of self-disclosure and reciprocity. Investigators have sought to relate self-disclosure to various personality constructs, such as…

Individuals interacting with an unfamiliar target person behave according to prior impressions of the target. A perceiver's pre-interaction expectancy can mediate both his and the target person's behavior, resulting in behavioral confirmation or compensation. Male subjects (N=96) participated in dyadic interactions in which one subject (perceiver)…

Partial replication of the Luria and Tikhomirov experiments in the verbal regulation of behavior has led to results and conclusions contradictory to those of the Russian researchers. Subjects for these experiments included mentally handicapped children and adults. The results of four sets of experiments are presented. In general, the basic…

The Matching Family Figures Test (MFF) is examined in order to show that a wide variety of rational speed-accuracy trade-offs ranging from impulsive to reflective are quite plausible. Ten children (mean age, eight years) took part in the experiment. Five had previously been classified on the basis of the MFF as impulsive, five as reflective. On…

Perhaps the most disturbing aspect of television's impact lies in its creation of a generation of viewers incapable of making critical judgments about the media, their world, or themselves. (JD)

Describes a self-awareness process that enables the teacher to teach cognitive coping rather than to discipline children. The process involves playing the Okazi Word Game, keeping a coping diary, the teacher coding his own behavior as well as the childrens using the Coping Behaviors Index, and task analysis. (Author/AM)

Reports findings of study that examined the ways in which third, sixth, and ninth grade students made meaning when they were involved in reading and writing activities. (FL)

Presents the results of an investigation of the cognitive and grammatical activities carried out by beginning and advanced college students during pauses in their writing. (HOD)

Diverse data challenge and undermine the central assumptions of the traditional trait approach to personality. The implications for conceptions of individual differences and situations in the study of personality are examined. (Author)

Relevance of cognitive and developmental variables to observational learning and imitation is also discussed. (Authors/MB)