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The fourth phase of a longitudinal study focusing on the cognitive and language development of children in a primary-grade Spanish immersion program (SIP) is reported. Subjects were the remaining 13 members of an SIP cohort beginning in 1987, 15 members of a standard program comparison classroom, 18 members of another class in the 1987 SIP cohort, 37 members of a second SIP cohort, and 17 members of a same-grade standard-program comparison group. Classroom observations were made in fall 1987 (first SIP cohort only) and in the spring of 1988, 1989, and 1990. The children were tested individually on three measures, including: a test of nonverbal problem-solving ability, an English vocabulary measure, and a Spanish vocabulary test. Results indicate that while the SIP children demonstrated significant gains in nonverbal problem-solving over comparison classrooms between the first and second observations in grade 2 and maintained their gains at grade 3, the difference had attenuated by grade 4. No significant differences in native language development were found at grade 4, despite instruction almost exclusively in Spanish for 2 and 3 years. It is concluded that a common underlying linguistic proficiency facilitates transfer of skills from the first to second language. A 39-item bibliography is included. (MSE)

Research has shown that the social networks of children are among the major socializing influences within children's environments. This study sought to determine the relationship between early adolescents' social networks and their corresponding value preferences. Subjects were 36 boys and 29 girls in two middle-class sixth-grade classrooms. The Rokeach Values Survey-Form D, revised by Cole (1972), and a social network protocol were administered in groups. Responses to the social network protocol were divided by adult composition into four groups: male-dominated (N=10), female-dominated (N=16), balanced (N=15), and no-adults listed (N=24). Chi-square analysis revealed that the adult composition of the social-network groups was not independent of the gender of the early adolescents. The Mann-Whitney U Test indicated seven terminal and eight instrumental value rankings were significantly different between the social network groups. Results were interpreted to reflect the gender of the children within each group: predominantly male groups ranked higher values that reflect an orientation of justice and individuation, while groups composed mostly of girls ranked higher values that focus on relationships. Little influence was demonstrated by the gender of the adults listed in the social-networks in the values of the sixth graders, thus failing to confirm the socializing influence of nonfamilial adults on gender differences in moral orientations of young adolescents. (Author)