A Comparison of the Paris Principles and the International Cataloguing Principles

After more than forty-five years of cataloging experience with the Paris Principles and their impact on the international sharing of bibliographic data, the process of replacing them with a wider and deeper set of International Cataloguing Principles has been completed. This article compares the scope, technological context, process of decision making, conceptual framework, and amount of change involved in the adoption of the two different statements.     

The Role of Sex Hormone Replacement Therapy on Self-Perceived Competence in Adolescents with Delayed Puberty

The objective of the present study was to determine the role of sex steroids in the development of self-perceived competence during adolescence. The Harter Self-Perception Scale was administered to 56 adolescents with delayed puberty who were receiving depo-testosterone (males) or conjugated estrogens (females) administered in 3-month blocks alternating with placebo. Treatment was given at three dose levels approximating early, middle, and late pubertal replacement levels. Hormone treatments had a significant positive effect for both males and females in one subscale domain--perceived job competence. Significant positive hormone effects were also obtained for perceptions of romantic appeal and close friendship in females and perception of athletic abilities in males. It can be inferred from the results of this study that the hormonal changes associated with sexual maturation have targeted influences on specific domains of self-perceived competence and that there are clear gender differences.     

Further Reflections on an Evolutionary Theory of Socialization

In response to Maccoby's and Hinde's thoughtful commentaries, we highlight points of concurrence and disagreement. In particular, we note that mating and reproduction are affected by many factors beyond those to which our theory draws immediate attention; that the data linking socialization experiences and social structural conditions with pubertal timing are not restricted to either correlational studies or investigations of contemporaneous associations; that there may be more reason to question the theory's applicability to males than to females; that the question of whether male behave and develop the way we propose and Maccoby doubts is an empirically testable one; and that the data on relations between antecedent socialization conditions and pubertal timing and on variation in parental investment in the case of females run counter to Maccoby's doubts about the theory's applicability to females. Attention is drawn to the potential benefits of asking questions about proximal and ultimate causation simultaneously, and thus the need for child developmentalists to think both about the how and why of development.     

Individual differences in memory: Theory,data, and educational implications

This paper examines two theoretical perspectives from which the issue of individual differences in memory can be viewed and relates the perspectives to evidence available in the literature. The paper also reports the results of two studies which bear upon the issue of whether there are individual differences in the retention of learned material. The last section of the paper examines the educational implications of one of the theories presented in the paper.