A total of 663 second graders, sixth graders, high school students, and college undergraduates were shown three videotapes depicting a mother's or father's reaction to a daughter or son who had treated peers unkindly. Although the participants generally favored induction over power assertion and love withdrawal, their perceptions of the particular discipline techniques were found to be influenced by their gender and age, as well as the genders of the child-transgressor and parent-disciplinarian. In addition, the evaluation of a given discipline technique (and, among the older participants, the reported intention of using this technique with their own son or daughter in the future) was found to be related to participants' reports of the extent to which their own parents had used the same technique.

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We examined the influence of the sex of the subject reacting to the rape victim, the type of rape (stranger vs. acquaintance), the location of the rape (inside vs. outside the victim's home), and the victim's attribution concerning the cause of the rape, on undergraduates' reactions to a rape victim. American undergraduates (264 women, 230 men) read a Rape Crisis Center Intake Form, watched a videotape of a rape victim (an actress) describing her psychological and behavioral reactions to the rape, and completed three questionnaires assessing their reactions to the victim. Women were more supportive of the rape victim than were men, and the stranger rape evoked more chance and characterological attributions than did the acquaintance rape. A rape outside the home evoked more chance attributions than did an "inside" rape. The rape victim was rated as having been more traumatized by the experience if she made any causal attribution than if she made no attribution at all.

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A total of 415 high school and college students completed the Childhood and Adolescence Research Test (CART), a 90-item true–false exam concerning research findings reported in developmental psychology textbooks. The results suggest that many of the research findings presented in these textbooks, like many of those presented in personality textbooks (Barnett, 1986), may already be known to individuals with limited training in psychology. An important implication of these findings for teachers of developmental psychology is noted.