Discusses the relation of individual differences to cognitive styles in the early childhood education classroom. Topics include the use of knowledge of cognitive styles in classrooms and in matching teachers to children. (RJC)

College students (N=28) completed 200 paired comparisons of situations describing sexual harassment in university setting; rated degree of similarity; and rated situations on degree of severity, type of harassment, and form of coercion. Results suggest that continuum of severity model is oversimplification and that at least 2 dimensions are…

Individual stylistic variations of creative potential and conceptual tempo were investigated in 61 preschool children. No differences between reflective and impulsive preschoolers were found on the ideational fluency measure. Conceptual tempo scores revealed greater originality scores for the fast/accurate and slow/inaccurate groups compared to…

Two repeated-measures designs with two samples of speech delayed preschool children (N=18) compared learning activities utilizing microcomputer instruction with similar activities delivered via conventional tabletop instructional materials. Findings suggested both methods are equally effective and efficient with each being more effective with…

Age differences in intellect as reflected in performance on the revised Wechsler Adult Intelligence Scale (WAIS-R) from age 20 to 74 years were evaluated for 1,480 adults from the WAIS-R standardization sample, while educational levels were held constant. Implications of the results for intelligence testing are discussed. (SLD)

Individual differences in retention, with an emphasis on their relationship with learning speed and other cognitive factors, were studied in 685 military recruits. In all of the forgetting conditions, the fastest learners remembered more and relearned faster. Results support the existence of individual differences in retention. (SLD)

Considers research trends concerning cognitive styles in relation to various classroom factors. Explores relations between the field dependence-independence cognitive style dimension and instructional approaches and materials, classroom organizations, and teacher-student match and mismatch effects. (RJC)

Reports results of 2 studies concerning mother-infant separation from the maternal perspective. In the first study, 620 mothers responded to questionnaires from which 3 subscales were labeled. In the second study, 36 women were assessed. Results supported the validity of the questionnaire and the construct. (RJC)

Studies 174 mother-infant dyads to determine the relation between 3-month-old infant, mother, and mother-infant interaction behavior and later attachment behavior. Individual infant differences in sociability at 3 months were found to be related to avoidant behavior and A-type attachment. (RJC)

An analysis of the Sport Orientation Questionnaire, a multidimensional, sport-specific measure of individual differences in achievement orientation, indicates that it is a valid and reliable measure of individual sport achievement orientation. (JD)

Presents a brief summary of the transformation of a single fertilized ovum into a multi-celled human. Discusses the similarities and differences of identical and non-identical twins. Cites twin pairs that do not neatly fit the monozygotic or dizygotic schemes of human development. (RT)

This study, which brought together various perspectives on separation and individuation processes during late adolescence and young adulthood, found significant associations with sex, age, and marital status for the factors of connectedness, competence, and emotional autonomy. Cluster analyses identified several empirically distinct and…

A development study involving 498 supervisors and a series of validity studies involving 531 adults identified primary dimensions, psychometric characteristics, and construct validation evidence for internal ability, internal propensity, and external propensity as domain-specific measures of feedback. Theoretical and practical extensions of the…

Reviews some findings obtained through comparisons of dyslexic readers with nondyslexic readers matched by chronological or reading age. Notes some of the problems and pitfalls associated with this approach. Explores the potential of other group comparisons when examining sources of reading difficulty, and discusses individual differences within…

Examines research into the various factors affecting the frequency and complexity of dramatic play. Lists and elaborates on those factors, which include the child's maturity; social and cultural settings; teacher intervention in play; children's individual differences; children's familiarity with and security in play surroundings; and presence or…