The present study dealt with the extent to which creativity may be identified in 71 first graders and raised the question of whether and how creativity is related to anxiety and repression at this young age. Furthermore, correlation of 0.62 was obtained between creativity and decrease in repression. The various subtests and the four dimensions of creativity were separately analyzed in relation to anxiety and repression, and the results were discussed. No relation was found between intelligence and the dynamic variables of anxiety and repression.

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Analyzed the Weigl‐Goldstein‐Scheerer Color‐Form Test (Goldstein & Scheerer, 1941) according to a developmental frame of reference. Three dimensions were distinguished in the reactions to the test: Configuration of sorting, verbalization of the sorting principle, and the flexibility of switching sorting principle. Each of these dimensions was assumed to constitute a developmental gradient, the steps of which were operationally defined according to a developmental, composite model of concept formation (Strauss & Lewin, in press). The test was administered to a sample (N = 163) of children aged 5, 7, 9, and 11 years. The ages were chosen so as to cover the end of the preoperational subperiod and the stage of concrete operations. The hypotheses were borne out at large: The three dimensions proved themselves to constitute the a‐priori‐defined gradients; flexibility of switching sorting principle was basic to development as hypothesized. Thus, the results of the test indicate a regression hierarchy among the reactions to the test. Similarly, the study of the reactions to the Color‐Form Test constitutes an empirical validation of the greater part of our composite, developmental model.

The relationship between maternal physical and social contact styles and infant attachment behavior under stress and nonstress conditions was studied at 2 different age points during the 1st year of life. The infants (29 girls and 15 boys) and their mothers were observed in their homes at 4 and 7 months of age. Maternal physical and social contact behaviors during an unstructured observation were rated on the Clarke-Stewart Rating Scales. Infant attachment behaviors in semistructured interactions with their mothers and with a stranger were rated on the Attachment Indicators Rating Scale. Scores on all attachment behaviors were subjected to a principal-axes factor analysis with varimax rotation, and one-way analyses of variance were conducted to assess effects of maternal social and physical contact at 4 and 7 months. A significant link was found between maternal physical contact at 4 months and the infant's attachment behavior under conditions of stress and play at both 4 and 7 months. Maternal social contact at 4 months was linked to attachment behavior in play situations, but not in stress situations. By the age of 7 months, the infants' attachment behavior under both stress and play conditions was linked to concurrent social and physical maternal contact. Maternal physical and social contacts at 4 and 7 months were linked to concurrent infant proximal attachment behavior, but such contacts at 4 months were not predictive of later infant proximal behaviors. These findings suggest that the relationship between the intensity and style of maternal contact and infant attachment behavior varies with age.

The Bar-Ilan Test for Children is a semi-projective interview employing pictures of realistic situations which children meet during a common day. These elicit the current pre-conscious issues of the testee, which are difficult to obtain in fully projective techniques. The Bar-Ilan test offers insight into the children's perception of their standing in peer group, school and home settings, as well as self-perception of weaknesses and coping style. Originally constructed for kindergarten and elementary school populations, the measure has also been used successfully in the junior high school. In addition to diagnosis, the outcomes of the test are also useful in helping the testee to solve his/her current problems. Moreover, the test's capacity to elicit adult attitudes to the children has made it a successful tool in adult sensitivity training. To facilitate research and group screening, specific group scales and multiple-choice formats have been prepared.