The relationship of self-concept to differentially valued sex-role stereotypes was examined. On a questionnaire consisting of 122 bipolar items, 14 male and 80 female college students indicated what typical adult males, adult females, and they, themselves, were like. Results indicated: (a) strong agreement between sexes about differences between men and women, (b) similar differences between the self-concepts of the sexes, and (c) more frequent high valuation of stereotypically masculine than feminine characteristics in both sexes. Contrary to expectation, differentiations between self-concepts and stereotypic concepts of masculinity and femininity, as a function of social desirability, were not found.The existence of sex-role stereotypes, that is, consensual beliefs about the differing characteristics of men and women in our society, is well documented (

No abstract

193 basically healthy working-class and middle-class mothers and their infants participated in a 4-year longitudinal study which focused on the relative potency of several clusters of variables for predictions of intellectual and language outcome during the preschool years. The major results were: (1) Measures of perinatal or infant physical status were extremely weak predictors of 4-year IQ or language. (2) Assessments of child performance were poor predictors prior to 24 months, but excellent predictors from 24 months on. (3) Assessments of mother-infant interaction and general environmental quality were among the best predictors at each age tested, and were as good as measures of child performance at 24 and 36 months in predicting IQ and language. (4) Measures of the family ecology (level of stress, social support, maternal education) and parent perception of the child, especially when assessed at birth, were strongly related to child IQ and language within a low-education subsample, but not among mothers with more than high school education. Patterns of prediction were similar for 48-month IQ and 36-month receptive language; predictions were notably weaker for 36-month expressive language.

No abstract

193 basically healthy working-class and middle-class mothers and their infants participated in a 4-year longitudinal study which focused on the relative potency of several clusters of variables for predictions of intellectual and language outcome during the preschool years. The major results were: (1) Measures of perinatal or infant physical status were extremely weak predictors of 4-year IQ or language. (2) Assessments of child performance were poor predictors prior to 24 months, but excellent predictors from 24 months on. (3) Assessments of mother-infant interaction and general environmental quality were among the best predictors at each age tested, and were as good as measures of child performance at 24 and 36 months in predicting IQ and language. (4) Measures of the family ecology (level of stress, social support, maternal education) and parent perception of the child, especially when assessed at birth, were strongly related to child IQ and language within a low-education subsample, but not among mothers with more than high school education. Patterns of prediction were similar for 48-month IQ and 36-month receptive language; predictions were notably weaker for 36-month expressive language.