Conceptualizations of sex roles: A life span developmental study.

Investigated the proposition that sex role development is a life span process. It was predicted that late adolescence and adulthood would be characterized by a relative degree of relaxation of sex role specialization. At each of 3 age levels (7th grade, 12th grade, and adult) 40 male and 40 female Ss indicated on the Attitude Check List which traits they considered desirable in a male or female target ideal. Two major results were found: (a) Male and female Ss gave stereotyped responses primarily when rating an opposite-sex target, but responses were less stereotyped when judging a same-sex target figure. (b) The expected stereotype relaxation was not observed; instead, the age-related patterns primarily reflected an increased endorsement of socially desirable traits. The latter finding is in disagreement with previous research, and possible reasons for this discrepancy are explored. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Close friend and group influence on adolescent cigarette smoking and alcohol use.

The relative influence of adolescents' closest friends and their friendship group on their cigarette smoking and alcohol use was investigated in a short-term, longitudinal study of 1,028 students in the 6th, 8th and 10th grades in 2 school systems. The amount of influence over the school year was modest in magnitude and came from the closest friend for initiation of cigarette and alcohol use. Only the friendship group use predicted transition into current cigarette use, whereas only the close friend use predicted transition into current alcohol use. Both group and close friends independently contributed to the prediction of adolescents' drinking to intoxication. No difference in the amount of influence, was found between stable and unstable close friendships or friendship groups; neither grade nor gender of the adolescents related to the amount of influence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of role-taking skills in young children.

A role-taking hierarchy was developed based on analysis of the H. Borke (see record 1972-00686-001), the N. Burns and L. Cavey (1957), and the M. J. Chandler and S. Greenspan (see record 1973-02093-001) role-taking tasks, and on 2 new tasks constructed by the authors, all of which deal with the same affective content. Tasks were presented to 7 girls and 7 boys in each of 3 age groups (3 yrs 0 mo to 3 yrs 11 mo, 4 yrs 0 mo to 4 yrs 11 mo, and 5 yrs 0 mo to 5 yrs 11 mo). Data were analyzed by a scalogram and a cluster analysis. The hypothesis that these tasks would form a hierarchy such that the skills needed for the early tasks are logically prerequisite to those needed for the later tasks was supported. A fundamental structural difference--sequential vs simultaneous decentering--was identified. The multidimensional nature of role-taking tasks is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between selected cognitive abilities and learning: A second look.

Examined the relationship between learning strategies and cognitive abilities in 3 experiments using a total of 420 3rd-12th graders from rural school as Ss. Ability tests given to Ss included Raven's Progressive Matrices and a digit span test. Based on the argument that such relationships ought to follow predictable and differentiated patterns, different strategy manipulations were used in an attempt to moderate the relationship between reasoning and memory abilities and free recall and paired associate learning. Results suggest that meaningful differential interrelations can be demonstrated as long as the processes and strategies forming the link between learning and ability test performance are both potent and well understood. Implications for future research into the cross-linkages between intelligence and learning tasks are discussed. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The structure of adolescent peer networks.

Structural aspects of school-based peer networks of adolescents in 6th to 12th grade were mapped in 3 school systems. Female students were more connected to the peer network than were male students, and peer networks became more exclusive with increasing grade. The results also suggest that numeric minorities usually are less connected to school peer networks than the majority group. There was mixed evidence for hierarchical organization of the peer network. Best friends were highly embedded in friendship groups, but neither friendship group nor best friendship was highly embedded in social crowd. Adolescents name friends who are not in their friendship group and usually do not name everyone in the friendship group as a friend. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex Role Conceptualizations in Adolescents and Adults.

Sex role development was studied in seventh graders, twelfth graders, and adults. A 1976 cross-sectional study by Urberg and Labouvie-Vief was replicated 2 years later and the results examined for evidence of age and cultural change in degree of sex role stereotyping. Twelfth graders were found to be the most stereotyped and adults the least, with no significant differences between older and younger adults. Cultural change was evident for some of the traits examined, but the degree to which the subjects used stereotypes did not change. Male and female subjects described themselves in almost identical terms but engaged in stereotyping when describing an opposite-sex ideal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)