Studied children, grades three through twelve, in a community school system. The proportion of group members increases through grade six, then declines, while the proportion of liaisons increases continuously. This finding challenges traditional accounts of the development of cliques. (Author/LHW)

Evaluation of 195 normal children (aged 1-5 years), 160 normal children (aged 3-24 months), and 41 autistic children (aged 5-11 years) on the eight psychological variables of the Behavioral Rating Instrument for Autistic and Other Atypical Children indicated certain autistic behaviors are not normal at any stage of development. (Author/CB)

Examines the extent to which an infant's social initiative resists or is modified by three variations in the behavior of adult responsiveness: repeated responses, varied responses, and eye aversion. (HOD)

Studied the onset of puberty in girls aged nine to eleven as represented by breast, pubic hair growth, and height. Breast growth, but not pubic hair growth was associated with a positive body image, positive peer relationships, and superior adjustment. Height was linked to superior adjustment and rating of career as important. (RJC)

Examined the influence of familiarity with peers on social cognition in second and fourth grade children who segmented a videotape of the behavioral stream of a peer. Children given prior information broke the stream into fewer, larger segments. Prior information affected fourth graders more than second graders. (SKC)

Current hypotheses explaining the link between learning disability and delinquency are evaluated. An alternative hypothesis is proposed which postulates that ineffective social cognitive problem-solving skills increase risk for delinquency in learning-disabled youth. (Author/DB)

Discusses the affective factors that underpin and guide moral judgements. Suggests a pedagogical model for affective development in moral education, based upon the expanding social environment in which a person defines and redefines him/herself and that environment's relation to the educational milieu. (DMM)

Discusses whether the cognitive development of developmentally delayed autistic children is the same as that of younger, normal children or whether it differs in significant ways that have implications for clinical assessment and treatment. (PCB)

Despite recognition that children with learning disabilities frequently lack social competence and peer acceptance, the focus of both diagnosis and remediation continues to be almost exclusively academic. To truly serve this population, it is necessary to attend to their social and emotional needs as well as their academic progress. (Author/VW)

Organizes and critically reviews recent research relevant to classroom approaches for fostering prosocial behavior in early childhood. Conceptualizes seven of these, such as positive reinforcement and role-playing, and finds some support for the effectiveness of certain approaches. Offers suggestions for future research. (Author/GEA)

In Israel, there are statistical relationships between students' social orientations and the ability group to which they are assigned. However, the direction of effect between the two variables is as yet undetermined. (LHW)

Socializing effects that carpooling has on pre-school and elementary students were studied. The behavioral patterns and roles that emerge in this setting were examined and their impact on the developing child analyzed. Three carpool-generated relationships identified were intimate, combatant, and obligatory. Socialization occured concurrently…

Parents of gifted preschoolers are advised of research on their role in stimulating cognitive development, achievement motivation, affective development, and social development. Suggestions are also offered regarding interactions with extended family members, school personnel, friends, and strangers. (CL)

Social smiles of 10 visually impaired 4 to 12 month olds were examined longitudinally in play interactions with their mothers. All infants demonstrated both the presence of social smiles and the second Piagetian stage of cognitive development at the start of the study. Social smiling increased in frequency from 6 to 12 months. (Author/CB)

Aimed (1) to determine whether a time sampling, frequency-count procedure for assessing mother-infant interaction could capture a set of theoretically important dimensions, and (2) to chronicle both ability and change within the mother-infant relationship. A total of 74 dyads were observed when infants were 1, 3, and 9 months of age. (Author/RH)