Recall, knowledge, and preference for masculine and feminine items were tested in 240 American 5-and 8-year-old white boys and girls from working-class and professional middle-class families. Children recalled, knew, and preferred same-sex items significantly more than opposite-sex items. Girls' scores were less rigidly sex typed than were boys'. Older children showed greater stereotypy in preference tests than did younger children. Sex differences in preference scores of older children were greater in the working than in the middle class. In comparison to the data for English 5-year-olds, American girls appeared less sex typed than did their English counterparts and accounted for the predicted decrease in sex polarity of preference scores.

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Recall, recognition, knowledge, and preference for masculine and feminine items were tested in 100 London five-year-old white boys and girls from working and middle professional class families. Class differences did not reach statistical significance, but those trends that did surface were in hypothesized direction: more cognizance of adult labelling and less sex-typed rigidity in preferences in the professional as compared to the working class group. Sex differences were more clearly and frequently apparent than class differences: Both boys and girls preferred same-sex items to opposite-sex items (highly significant statistically); fewer ‘errors’ in Recognition and Knowledge tasks by girls; lesser stereotypy in Preference tests by middle class boys (although still stereotyped)

A laboratory course in developmental psychology is wed as an extzmple of teaching undergraduate students thinking and evn'ting skills. Different varieties of written and oral communication are practiced: scientific experimental report writing, sequential and topical protocols of infant behavior, blooper examination responses, and oral presentations.A laboratory assignment in infant study sends two students to a baby's home to observe and write a detailed running account of the behaviors and events, which results in these two sequential protocols about baby (B) and mother (M):M put B in a high chair in the kitchen. She fed him chicken, peas, milk, and applesauce. She did this neatly and quickly. Feeding-from into and out of the high chair-took 8 min.At 12:35 p.m., M put B in a metal high chair in the