Memory for sex-role consistent and inconsistent actions in young and old adults.

Adult age differences in the flexibility of schematic processing were examined by measuring the degree to which a dominant structure (traditional sex-role knowledge) interfered with the operation of a nondominant structure (nontraditional knowledge). In two experiments, young and old adults read statements describing a man performing actions consistent or inconsistent with a prescribed sex role in an impression-formation task. Participants in both age groups altered their processing of the actions, as indicated by reading times and trait ratings, relative to the sex role emphasized, although the effect was stronger for men than women. The expected greater recall for sex role inconsistent than consistent actions was observed only when the traditional sex role was emphasized, and not when the nontraditional role was emphasized, suggesting interference from the dominant schema at recall. However, the lack of age differences in the degree of interference observed during initial processing and recall suggests no aging effects on schematic flexibility.

Phases of transition in cognitive development: evidence from the domain of spatial representation.

Data on changes in children's map drawing ability are used to examine 3 hypotheses concerning the relationship of level mixture to developmental change as proposed by Damon in a recent study of social reasoning: (1) that high total mixture precedes change, (2) that low total mixture precedes change, and (3) that high positive mixture (i.e., that at stages above the mode) precedes change. Further predictions are derived from our 6-phase model of transition; these are compared and contrasted with conclusions reached by Damon. Using Damon's approach, we replicate his finding that high positive mixture precedes model advance. More detailed analyses of 2 separate groups as suggested by the transitions model, however, show that all 3 types of mixture precede developmental change, albeit different types of change within each group.

The effects of modeling and cognitive induction on the moral reasoning of adolescents.

In this investigation of the effects of modeling and cognitive induction on moral reasoning, 87 junior high school students were exposed to moral reasoning, characteristic of either one stage above (+1) or one stage below (-1) their dominant stage, as determined by pretesting. The presented reasoning was attributed to a model of either high, neutral, or low status/relevance to the content of the moral dilemmas used. A multiple-choice adaptation of the Kohlberg moral development interview was used at pretesting, at intervention/posttesting, and at delayed posttesting. Analyses of changes in moral reasoning included examination of direct and indirect effects on both an immediate and a delayed posttest. Results indicated significant and stable change in moral reasoning associated with the developmental stage of the message (+1 produced advances, but -1 failed to induce significant regression) and significant temporary change associated with the characteristics of the model (high status/relevance models had greater influence than did neutral models). It is suggested that future research and educational efforts give attention to both the moral stage of the intervention and the nature of the source to which it is attributed.