The advancement of positive psychology is dependent upon measures of happiness, both globally and in specific contexts. Data are presented on two measures of sources of college students' happiness from two samples. Testing of the two cohorts (Ns=258, 68) was separated by 20 years. Measures for both samples had acceptable psychometric properties. There was an increase in college students' self-reported happiness across the 20-year period in the rankings of different sources of college happiness and general happiness. In a second study, a different group of students (N= 176) were given a list and asked to select the most important uplifts and hassles in their lives. In general, mean scores on affect measures were relatively stable across time, but transportation hassles were reported as a new source of negative affect in the present study.

This study examines the interactive effect of mother's and father's education on childhood language development. Parents of sixteen-and twentymonth-old children (N=48) completed measures on their children's language production (MacArthur Communicative Development Inventory: Words and Sentences) as well as basic demographic information. There were variations in language production according to maternal education for only the older children. There was also an interaction between maternal and paternal education; children of parents with heterogeneous levels of education (that is, only one parent with a 4-year degree) had higher levels of language production than parents with homogeneous levels of education (that is, either both parents with a degree or both parents without a degree). Surprisingly, children with homogeneous levels of parental education were the ones who scored the lowest on measures of language production. This may be due to less effective parenting at both the low and high parental education levels or because disparity in parental education positively affects the home learning environment.