The birth order puzzle.

Studies relating intellectual performance to birth order report conflicting results, some finding intellectual scores to increase, others to decrease with birth order. In contrast, the relationship between intellectual performance and family size is stable and consistently replicable. Why do these two highly related variables generate such divergent results? This birth order puzzle is resolved by means of the confluence model that quantifies the influences upon intellectual growth arising within the family context. At the time of a new birth, two opposing influences act upon intellectual growth of the elder sibling: (a) his or her intellectual environment is "diluted" and (b) he or she loses the "last-born's handicap" and begins serving as an intellectual resource to the younger sibling. Since these opposite effects are not equal in magnitude, the differences in intellectual performance among birth ranks are shown to be age dependent. While elder children may surpass their younger siblings in intellectual performance at some ages, they may be overtaken by them at others. Thus when age is taken into consideration, the birth order literature loses its chaotic character and an orderly pattern of results emerges.     

“Honey,Won't You Please Stay Home”

The mass return to campus by the mature woman has become commonplace at colleges and universities across the country. According to the Bureau of the Census, almost 800,000 adults 35 years of age and over were enrolled in or attending college in October 1972 and “over half (53 percent) were women” (Young 1973, p. 39), the overwhelming majority of whom were going to college part-time. Many of these women find that their decision to return to school after an extended interruption of their formal education is both serious and significant, changing not only their own values, perceptions, and self-images but also giving rise to stress and change in their relationships with their families. The 1973 report of the National Advisory Council on Extension and Continuing Education concludes with the statement, “Perhaps most importantly, continuing education programs for women have revitalized the idea that the most important kind of learning results in changes in life styles and in self-image and often requires long and difficult struggle” (Mulligan 1973, p. 17). These changes and the consequent long and difficult struggle often prove to be disturbing, disrupting, disabling, or even disastrous.