Real and ideal self-images in second- and fifth-grade children: Reliability,validity and factorial structure

The reliability, construct validity, and factorial structure of three self-image instruments were assesses in a total of 80 second- and fifth-grade children. Both real self-images (children's current views of themselves) and ideal self-images (the self views to which children aspire) were assessed. the split-half and test—retest reliabilities of the instruments were adequate even for children's as young as second graders. Stronger evidence of construct validity was found for the older children, although the intercorrelation patterns for both age groups were characterized by larger correlations between assessments of real and ideal self-images using the same instrument than between assessments of the same component of the self-image across the three instruments. Contrary to predictions gener ated by developmental theory, the factor analyses provided non evidence of increasing differentiation of the self-image with age. They did, however, reveal that second and fifth graders distinguish distinctly different functional domains within their self-images.     

The step cycle organization of infant walkers

To walk independently, the human infant must coordinate its multisegmented body to achieve both postural stability and forward mobility. In this experiment, we sought evidence of the form this coordination takes in infants who have been walking 3 to 10 months. Using the Philippson phases to represent the step cycle, we analyzed film records of infants and adults walking at speeds from 2 to 4 km/hr. Our results reveal a clear relationship between walking speed and the F and E(3) Philippson phases of the step cycle in both the young walkers and the adults. Indeed, across all four phases of the step cycle, the infants exhibited an organization that was almost identical to that of the mature walkers.     

Comparability of peer-assessment measures: A multitrait-multimethod and selection analytic approach

This research attempted to assess the relationship among the Pupil Evaluation Inventory (PEI), sociometric nominations, and sociometric ratings in terms of (1) a multitrait-multimethod analysis, (2) selection agreement indices of extreme individuals, and (3) stability over an 8-week period. Subjects were members of four second-grade classrooms at a regional school serving a diverse population of children. While stability estimates for measures were adequate and evidence for convergent validity was reasonably good, evidence for divergent validity was weaker. Selection agreement analyses yielded highly variable results, indicating that different samples of children tend to be selected by different instruments despite the similarity in dimensions being tapped. Methodological and theoretical implications of these findings are discussed.This work was based on the first author's M.S. thesis under the direction of the second author.