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A nonverbal reproductive recall task, for which the possibility of a nonverbal mediator was provided, was administered to 40 first grade and 40 kindergarten Ss, 20 Ss at each grade level were observed in each of 2 conditions which differed in the strength of the suggestion to produce the nonverbal mediator. More first grade than kindergarten Ss spontaneously produced mediators while more kindergarten Ss never produced mediators. Kindergarteners required stronger suggestions to produce mediators than did first graders. The results support a production deficiency rather than a mediation deficiency hypothesis for young children's behavior in this type of task. [ABSTRACT FROM AUTHOR]

This paper outlines a framework for studying the social-cultural determinants of family size in 20 low mortality countries of controlled natality. Two broad hypotheses are proposed: (1) Family size varies inversely with the availability of alternatives for the satisfaction of interests presumably satisfied by having children. (2) Family size is smallest under two polar sets of conditions: (a) where the social setting maximizes the individual's expectation that his interests and those of his children will be satisfied, and (b) where the social setting minimizes this expectation. Representative social indicators for making the necessary international comparisons are enumerated, and the steps in their construction discussed. [ABSTRACT FROM AUTHOR]

Theoretical and empirical bases are presented in this paper for considering the situation of parents during the period after the children leave the family of orientation as an emergent and identifiable phase of the family cycle. The post parental period is found to be generally a satisfactory one for marital partners although problems arise in role-taking and adult socialization. [ABSTRACT FROM AUTHOR]

Kindergarten children gave uses for objects under 2 conditions: look-only, and look-and-handle. Under the latter condition, children gave significantly more "non-standard" uses than under the former. "Nonstandard" uses depend prominently on changes in the composition or spatial position of an object, and these changes come more readily to mind when an object is both seen and handled. The results raise questions about the effects of various modes of contact with stimulus material in any study of thinking, and the role of manipulative activity in development. [ABSTRACT FROM AUTHOR]

The article discusses the basis of selecting science learning materials in the elementary level in New York City. It explains on the eagerness of adults and children to learn about and make use of new scientific developments. It focuses on the need for science learning materials on the elementary level to make the pursuit of science by young people. It provides information on the potentialities of using science learning materials by youngsters in the elementary level.

The article discusses the group-factor hypotheses and tests involved in the study called the "Four Ability-Factor Hypotheses at Three Preliterate Levels in Normal and Retarded Children." The study has made a similar four factor hypotheses for the six-, four-, and two-year groups. The group-factor hypotheses include hand-eye psychomotor, perceptual speed, linguistic ability, and figural reasoning. The test items used for the six-year level had been adapted for that level and included some paper-pencil materials.

The primary focus of this paper was the effect of divergent assumption of personal responsibility for positive and negative events (I + and I -) upon influence exerted by communication, 3 independent samples comprising 341 fourth- and sixth-grade children, who were administered the Intellectual Achievement Responsibility (lAR) Questionnaire and were classified as having unbalanced (I + ≷ -) or balanced (I + = I -) belief patterns, were presented either a narrated or nonnarrated short film. How the children viewed and judged the content of the film (measured by a Likert-type scale) represented the index of information-generated influence. Results indicated children with unbalanced patterns were more easily influenced, with the amount of influence relatively constant across the 2 conditions of directness of communication. Subjects with balanced patterns, while less influenced, experienced some increase when communication was more direct. Simple linear relationships between overall expectancy for control and influence were absent, suggesting some complexity of the locus-of-control variable to be researched. [ABSTRACT FROM AUTHOR]

This paper is the first of three reports' of research on factors associated with unwed mothers' decisions as to whether or not and through what channels they should release their children for adoption. The relevance of research on unwed mothers to research in adoptions becomes obvious when we consider that unwed mothers supply approximately 50 per cent of the children for the adoption market. The major focus of this first report is group treatment of data which are descriptive of psychological and familial factors associated with unwed mothers' decisions concerning their children. One of the implications of the present study can be stated in the form of a highly qualified prediction concerning an emerging pattern or trend concerning unwed mothers and their babies. This prediction also represents the rationale for what may have seemed to some as an overemphasis on the need for caution in interpreting and using such research data as are reported in this paper.

In Piagetian theory, transition to the stage of concrete operations is characterized by a cognitive structure wherin the 4 logical groupings associated with simple and multiple classification and simple and multiple seriation become operational at roughly the same time. The evidence for the emergence of the ability for classification and simple seriation in Western children at about age 7 is overwhelming. That for multiple seriation is unimpressive at least in quantity. This paper investigates the development of the ability for double seriation in children aged 5-8 years and finds that there is a developmental lag between the emergence of the ability for cross-classification and that for double seriation. This results is considered to have implications beyond that of revising age norms. An attempt is made to relate it to the differences existing between the Geneva ad Harvard approaches to interpreting cognitive growth. [ABSTRACT FROM AUTHOR]

In an earlier study it was shown that the effects of father absence on children's cognitive performances varies with family size and sibling composi- tion. The present paper examined the effects of father night-shift work on the quantitative performances of 100 females. The results showed that children under the age of 9 were deleteriously affected. It followed that night-shift work can be considered as point on a father presence-absence continuum. [ABSTRACT FROM AUTHOR]

A 1-to-1 tutorial language program is illustrated in a series of dialogues between a teacher and a 4-year-old socially disadvantaged child. The teaching is analyzed both according to the deficiencies of the child's thinking and the techniques designed to foster the abstract thinking necessary to overcome these deficiencies. This program is contrasted to teaching done by a person trained in the traditional nursery school philosophy. [ABSTRACT FROM AUTHOR]

This paper deals with the question what is cultural deprivation and how does it act to shape and depress the resources of the human-mind? The arguments presented are first, that the behavior which leads to social, educational, and economic poverty is socialized in early childhood, second, that the central quality revolved in the effects of cultural deprivation is a lack of cognitive meaning m the mother-child communication system, and, third, that the growth of cognitive processes is fostered in famly control systems which offer and permit a wide range of alternatives of action and thought and that such growth is constricted by systems of control which offer predetermined solutions and few alternatives for consideration and choice The research group was composed of 160 Negro mothers and their 4-year-old chddren selected from four different social status levels The data are presented to show social status differences among the four groups with respect to cognitive functioning and linguistic codes and to offer examples of relations between maternal and child behavior that are congruent with the general lines of argument laid out. [ABSTRACT FROM AUTHOR]

This paper summarized some results from a larger investigation of the stability of behavior in a group of subjects who were part of the Fels Research Institute's longitudinal population. This report dealt specifically with the long term stability of passive and dependent behavior from childhood through adulthood. The Ss were 27 males and 27 females for whom extensive longitudinal information was available from birth through adolescence. One psychologist studied narrative reports based on observations of the child in various settings and rated each child on four variables describing types of passive and dependent behavior for ages 3 to 6 and ages 6 to 10. A second psychologist, who had no knowledge of the childhood data, interviewed each S in adulthood and rated each S on six variables related to aspects of adult passive and dependent behavior. In addition, each adult S was administered a tachistoscopic perception task in which scenes illustrating dependent activity were presented at seven different exposure speeds. The results revealed that passive and dependent behaviors were quite stable for women, but minimally stable for men. Over 60 per cent of the correlations between the childhood (ages 6 to 10) and adult ratings of dependency were statistically significant for females, while only 9 per cent were significant for men. For example, the correlation between passive withdrawal from problem situations for ages 6 to 10 and adulthood was .52 (p <.01) for women and .21 for men. Similarly, the correlation between emotional dependence for ages 6 to 10 and adult dependency on parents was .51 (p < .01) for women and .02 for men. The correlations between the ratings for ages 3 to 6 and adulthood were considerably lower and not statistically significant. It was suggested that environmental disapproval and punishment of dependent behavior in young males led to inhibition of and conflict over dependency in the growing boy. The social acceptance of passive and... [ABSTRACT FROM AUTHOR]

This paper presents a study that explored aspects of the assumption that specific money education practices of parents affect children's knowledge and use of money. Subjects were 512 children and 484 different mothers and fathers, selected in part at random and in part to represent rural families in the Blue Grass area of Kentucky. The variables usually relating to measures of educational status, age, IQ, parent education, and socioeconomic status, had positive linear relations with children's scores on the coin tests of knowledge of money use and the experience with money scale, with the amount of money given to children, and with parents' scores on the parent recommended practices scale. It was concluded that these measures, developed in this project, had the usefulness required to test aspects of typical recommendations for parents.

Focuses on the study concerning the use of color in the finger paintings of young children. Insights about human personality; Characteristic syndromes for schizophrenic and paranoid personalities; Indications of the preschool child's personality.

Evaluates the learning of children in adaptation to mirror reversals. Skill acquisition through hand and eye coordinations in movement; Age differences in adaptation; Factor influencing emotional tendencies in children.

The article presents the paper related to science teaching for young children, presented at the Council for Elementary Science International meeting held in April 22, 1960 in Cleveland, Ohio. The study discusses how children take learning seriously. It provides information on how to achieve clarity on the purposes and problems of science teaching. It discusses the crucial differences between the child when he enters school and the child when he has completed elementary school. Furthermore, it emphasizes the task of education and science teaching in guiding the child from magical to scientific teaching.

A list of articles related to accident patterns in children, used in the conduct of the study is presented. The list includes "Selected papers on psychoanalysis," by K. Abraham, "Accidental self injury in children," by N. W. Ackerman and L. Chidester, and "Suicidal preoccupations and attempts in children," by Lauretta Bender and P. Schilder.

This article examines the findings of studies on the skeletal development of children in relation to their sexual maturation as of September 1938. Systematic studies of skeletal development in the living child began to appear almost immediately after the discovery of the X-ray by Roentgen in 1895. During the following decade the problem was one of descriptive anatomy significant on the one hand for the understanding of child growth and on the other for the practical concerns of clinical, pathological, and forensic medicine. A series of papers by Rotch beginning in 1908 attributed large educational significance to skeletal development and profoundly altered the course of later research in the U.S. A pressing problem at that time was the discovery of some criterion, other than mere chronological age, for the educational classification of school children.

This article focuses on the vane kindergarten test. The Vane Kindergarten Test was developed in order to evaluate the intellectual and academic potential and behavior adjustment of young children. It incorporates the features of short administration time, simple directions and rapid scoring. The educational importance of having an adequate estimate of the intelligence and adjustment of children at an early age is self-evident, if a child is to benefit maximally from his educational opportunities, the school should follow his progress from the earliest grades and plan a program that will meet his needs.

The article discusses paternal reactions in childhood as described by schizophrenics and alcoholics. Factors were found which differentiated significantly between these groups. At the same time as the data on the mothers were collected, these subjects were also requested to fill out a similar form covering the fathers' reactions, and the present paper describes the results of a factor analysis of these protocols. The Perception of Parent Behavior Scale was administered to all subjects. This Scale consists of 75 items, each consisting of a brief description of some act in which a child might engage, and the subjects were requested to select at least 35 from this list which would have "bothered" their parents most when they were children.

The article profiles child psychologist Arnold Gesell, one of the pioneers of child development studies. After an extended period of preparation and training at Wisconsin in education, with G. Stanley Hall at Clark in psychology, and finally in medicine at Yale, interspersed with practical experience in these fields, Gesell adopted the infant and preschool periods as his specific area of concentration. He then began the long and tedious task of categorization and quantification of behavior patterns, establishing the norms and the methods upon which countless investigators and clinicians have based their work in the last three or four decades. Over the years he gradually developed a very broad conceptual model of development, embracing and integrating levels from the anatomical through the physiological and psychological to the social and cultural. Amongst a number of methodological advances in child development, Gesell contributed cinemanalysis as a means of systematic time-space study of frozen sections of behavioral morphology. Another was the co-twin control method of investigation. Arnold Gesell's contributions to science are as many and as long as his bibliography which consists of hundreds of monographs, papers, and books.

Standard micro-economic analysis has approached the study of behavior through the notion that people behave as if they were trying to make the best choice with limited resources. Preferences for commodities, activities or states that affect the welfare of the consumer are expressed through a utility function. The objection to the micro-economic theory of fertility is the belief that behavior with respect to fertility is irrational and thus cannot be captured via a mechanism based on rational decision-making. The micro-theory of fertility is a theory about the demand for children, while supply considerations are important to the extent that they come out of market prices and the biological and health considerations which shift the supply curve of children. The cost of time hypothesis says that raising children and the resulting utility from children entails the use of various inputs. Population research is motivated with the population explosion and the desire to devise policies that affect population growth. The micro-economic fertility can contribute to people concerned with policy and benefits a flexible framework.

Internal-external control (JE) expectancies of disadvantaged preschool children in Head Start classes were compared with those of middle-class children in 1 Montessori and 2 parent cooperative nursery schools using the Stephens-Delys Reinforcement Contingency Interview (SDRCI) IE measure. There were 55 Head Start (1 white group and 1 black group), 16 Montessori, and 34 parent cooperative nursery school children. The middle-class groups had significantly higher internal control scores than did the Head Start groups but did not differ from each other, and the black and white Head Start groups did not differ significantly from one another. The external control expectancies of both black and white disadvantaged children do, then, precede their school attendance. [ABSTRACT FROM AUTHOR]

The article introduces a study concerning the illnesses of children from birth to 18 years. The children involved in the study consists of 67 boys and girls who constitute the Maturity Series of the Harvard Longitudinal Studies. The children were followed from birth until they reach their 18th year. Its primary objective is to analyze the children's illnesses experiences in total and by separate categories. The data of the study are reported for both number of illnesses and score of illnesses, as defined for total childhood or those illnesses that occurred from birth to 18 years.

An anomaly is described, the symptoms of which have hitherto received but little attention and have been misinterpreted, viz, abnormally short roots of characteristically plump shape mainly affecting both maxillary central incisors. The author calls it Short Root anomaly or, in short, the SR-anomaly. This paper describes a method for radiographically measuring "the relative root length" which permits quantitative comparisons of the roots in clinical series. Clinical, radiographic and metric examinations were performed on 112 children with abnormally short roots of the maxillary central incisors, 66 children with certain types of external root resorption of the maxillary incisors, and 100 children with normally developed roots used as a control group. The findings, together with available data from the scanty literature, suggest the following conclusions: (1) Irrespective of sex, the length of the root of the maxillary central incisor ("relative root length") is, on the average, 1.6 times that of the length of the crown, and the corresponding ratio in. children with SR-anomaly is 1.1. (2) The SR-anomaly is associated with a predisposition to root resorption in the maxillary front teeth. (3) The shortness of the roots is not due to resorption or to any developmental disturbance of exogenous origin. The condition is a constitutional anomaly and its prevalence varies with sex, race and hereditary predisposition. [ABSTRACT FROM AUTHOR]

Recent research has shown that a specific family process - parental encouragement (PE) - mediates between social class and the child's aspirations for the future. Based upon data from a random sample of families a typology of PE techniques was tested and two predominant types were found. A three-way analysis using comparable data from both parents and the ninth grade son reveals considerably less than one-to-one correspondence on reported PE attempts. There is more agreement on PE types in any family dyad versus the family triad, indicating that validity of PE types as mediating between parent and son is moderate at this age level. [ABSTRACT FROM AUTHOR]

A test is made of the theory that children's creativity varies according to the degree to which the child's role in the family requires conformity to conventional norms. A test of this ‘conformity-inhibition’ theory is made possible by the known differences in degree to which Indian and American society expect normative conformity of children, and also because both societies expect greater conformity on the part of girls. Creativity was measured by the ability to generate ideas which might solve a puzzle in the form of a game presented for solution to husband-wife-child groups. Data for 128 family groups show that the Bombay children had lower scores than the Minneapolis sample. Girls' scores were lower than those of boys in both societies. Sex differences in creativity were greatest in Bombay. The lesser sex difference in the Minneapolis sample is interpreted as reflecting the greater freedom and individuality permitted girls in American society. As societies change towards a less restrictive normative code, individual creativity is likely to increase. [ABSTRACT FROM AUTHOR]

80 children of welfare mothers were administered a measure of self concept. The children were equally divided as to sex, race (Negro or white), and grade (first or fifth). The overall results show that girls are more negative in self concept than boys and fifth graders are more negative than first graders. No overall race difference was found. The results suggest that Negro children do not become increasingly more negative in their self concepts from first to fifth grade than do white children of equivalent social status. [ABSTRACT FROM AUTHOR]

Piaget has recently reported results indicating that children's memories of a patterned array of sticks improve over a 6-month period. Results reported here first of all confirm this finding, though not to the full extent Piaget found. Second, the improvement is apparently not due to a particular feature of the experimental procedure: E's focusing attention upon the size of the sticks during an intermediary session. Third, the improvement seems linked to the fact that the array is ordered and patterned. Several possible explanations of the phenomenon are discussed. [ABSTRACT FROM AUTHOR]

This investigation of the growth history of children with operable congenital cardiac defects has used standard anthropometric techniques involving 5 measures, 5 ratios, skeletal age assessments, and photographs. Reported here are the longitudinal observations on the first 274 children examined over various periods before and after surgery. Both the preoperative and samples differ from the norm in that measurements are somewhat smaller and skeletal maturation is somewhat delayed. As the children approach adolescence, they tend to approach closer to the norm. No marked shift in pattern after surgery has thus far been demonstrated, although where differences exist, they are in the direction of larger measures in the postsurgical group of children. [ABSTRACT FROM AUTHOR]

72 kindergarten children, randomly assigned to 1 of 3 warm-up groups -- (1) orientation relevant, (2) orientation irrelevant, and (3) control -- were required to discriminate among the letters b, d, p, and q on a task similar to Davidson's (1935) Letter Perception Test. While Ss in group 2 made significantly more confusion errors than those in group 3, Ss in group 1 made significantly fewer errors than those in group 3. The results are interpreted in terms of the adequacy of analysis of the discrimination task, that so the appropriateness of the S's concept of same and different, rather than perceptual ability and/or attentional factors. [ABSTRACT FROM AUTHOR]

Examines the correlation between reactive curiosity and manifest anxiety in children. Association of low anxiety with high reactive curiosity; Relation between reactive curiosity and intelligence; Details on the negative correlation between manifest anxiety and intelligence.

Focuses on the response shifts of the discrimination learning of children. Accounts on the response shift errors made by retarded adolescents in discrimination learning task; Comparison between the discrimination learning of mentally retarded and normal children; Factors contributing to response shifts.

Focuses on the development of the classificatory behavior of children. Use of Bousfield's associative clustering method in analyzing the development of classificatory behavior; Effectiveness of verbal mediators in clustering; Importance of verbal mediation in the successful performance of the classification task.

Presents a study which explored the topic of confession using a behavioral measure of resistance to temptation and children's completions of projective stories that dealt with transgression. Sex differences in the use of confession; Soundness of the use of confession as a measure of conscience; Discussion.

Examines the relation between creatinine excretion, growth progress and body structure of normal children. Comparison on the creatinine excretion rate between muscular and non-muscular individual; Norms of creatinine excretion during childhood; Analysis on the relationship between creatine and creatinine excretion.

Research findings in child development are reviewed to shed light on female achievement motives. It is suggested that females have high needs for affiliation which influence their achievement motives and behavior, sometimes enhancing and sometimes blocking them. Since girls as compared to boys have less encouragement for independence, more parental protectiveness, less pressure for establishing an identity separate from the mother, and less mother-child conflict which highlights this separation, they engage in less independent exploration of their environments. As a result they develop neither adequate skills nor confidence but continue to be dependent upon others. Thus while boys learn effectance through mastery, the effectiveness of girls is contingent on elicting the help of others. Affective relationships are paramount in females and much of their achievement behavior is motivated by a desire to please. If achievement threatens affiliation, performance may be sacrificed or anxiety may result. [ABSTRACT FROM AUTHOR]

The article provides insights for adults on how to guide their children towards the theme of various television programs suited for children audiences in the U.S. The author puts emphasis on the identification of the programs whether fiction or real. For example, rocket trip in space show would give them the idea that it was not much different than an airplane trip in air. Thus the author stresses that adults have a real responsibility to know how to sift the fact from the fiction and to be able to guide children in a scientifically sound understanding of developments leading to space travel.

The article presents the results of a study conducted to find out the locus of control and adjustment in human beings. It is evident from the data that there is no simple relationship between locus of control and maladjustment. In every case, the subject variables used as moderators significantly affected the results. Specifically, two distinct patterns of expectancy for control were manifested by the problem children The essential characteristic of both of these patterns is a clear discrepancy between the assumption of responsibility for positive and negative events. The major conclusion from these data would seem to be that it is neither internality nor externality per se that is related to maladjustment behavior, but is instead the relationship between these two in regard to different kinds of events that is important. While it is not possible, of course, to disentangle the causal relationship between the variables in question using the present correlational design, the following hypothesis is offered as a possible explanation.

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The article reports on the discussion of the mathematical concepts and behavior. The experimental study of behavior considers the development of mathematical concepts as a cognitive domain and must be studied with motivational controlled variables. The teaching of mathematical concepts must involve several levels of research. At one level, an examination of how concepts are acquired by children in certain situations. Through observation and examinations, the development of laws that describe the transfer of an already learned response to the acquisition of a subsequent response is possible.

A list of publications related to family is presented. Some of the publications included in the article are: The Adopted Child," by Joseph C. Ansfield, "Runaways," by Lillian Ambrosino and "A Century of Portuguese Fertility," by Massimo Livi Bacci.

Major theories of psychological maladjustment agree that childhood experience is of primary importance in the development of neurosis. It is remarkable, therefore, that almost all of these theories were originally formulated without reference to any but the most casual kind of research about children. In the main theory, the meaning of childhood experiences was interpreted by these theorists largely on the basis of inferences from observations of adult behavior. Only after these theories had been formulated did researchers try to find support for these chronologically "backward looking" inferences in observations of children.

The article discusses issues related to the intensive collaboration between scientists and teachers as identified by the Elementary Science Study of Educational Services Inc. According to the author, intensive collaboration between scientists and teachers resulted in the discovery that scientists and teachers do not necessarily understand their own subject matter well enough to see the fruitful paths that children may learn to follow. In addition, the author thinks that the child's explorations should carry him around the animate and the inanimate, and back to the human world, in both directions.

The article discusses the responsibility of the school in family-life education. It is observed that responsibilities of the school in supplementing and complementing those of the home and of the social structure in which children and youth are growing and developing their attitudes, character and capacities for relating themselves to other people are being recognized as inescapable in total balanced education. It is stated that the initiative of the school in the strengthening of family education can be effective only if the school understands its own role correctly.

This article presents a study on the qualitative superiority of the self figure in children's drawings. For this study subjects were 100 children, 50 boys and 50 girls, comprising about half the fifth-grade population of a small Midwestern city. They represent all children who were between 10 years, 0 months, and 10 years, 11 months of age and were enrolled in one of 6 classrooms in 4 schools. Three additional female children were drawn at random from a seventh classroom to obtain equal numbers of subjects of each sex. Socioeconomic status of the children was not studied on an individual basis, but the residential areas in which the schools were located ranged in the writer's judgment from low average to superior for the community.

The article presents comments of the author to the article "Problems in the Analysis of Patterns of Abilities. Child Development," by David Feldman. The author said that to be useful reanalyses should add either new data or some new insight to the interpretation of existing data. According to him, Feldman's reanalysis unfortunately does neither. He comments on two issues that seem to be most important. In defining group pattern, the author feels Feldman fails to distinguish two related but separable questions.

Comments on the interrelation between primary independence and dependent identity. Implications of Jung's conceptions of identity; Antithesis of the child being; Emphasis on the theories of dependent identity and independent unity.

The article attempts to access the reliability of size in children's drawings. 1316 children in grades 4, 5 and 6 of the various public schools were asked to draw a person. After this, they were asked to draw a second person opposite in sex to the person drawn first. One week later the children were asked to repeat the task under exactly the same conditions. Reliability was defined as the significantly greater degree of frequency of agreement than disagreement from first to second administration in regard to size of the figure drawn. The results indicate that sizes of children's drawings are not reliable.