A recent article in this Journal, Hudson et al. (1986) published age norms for adolescent autonomy. The reported norms were the same for boys and girls. In our research, reported in the present article, we found that the gender of the child is a significant variable in opinions about when adolescents ought be permitted autonomy. We suggest that null findings about gender effects may be due to the inadvertent evocation of an ideology of sex equality, masking the effects of gender. Except for the gender differences, our results strongly support the previously published norms and add to the fund of information available.

In considering specific aspects of the transition from primary school to high school, children's expectations were sought prior to their making the transition. This paper examines the expectations 335 students had of five aspects of high school, elicited by means of a questionnaire. The five aspects were: (a) the high school building; (b) the rules and discipline at high school; (c) the work; (d) the teachers; and (e) the other, older, students. The attitudes and expectations were found to reflect the degree of contact the students had had with the high school, itself dependent on the policy of the high school with respect to induction programs for in-coming students. A call is made for greater liaison between educational institutions, in the form of greater continuity and sequencing of curricula and transition programs in order to allay the expressed anxieties and to dispel any misconceptions.

The aim of the present study is to investigate classroom communication by teachers of the deaf. A comparison will be made of the linguistic content of the communication of experienced and inexperienced teachers using total communication methods in a classroom teaching situation. The implications of the teachers' classroom communication methods for children's language development will be discussed.

The nature, frequency and effect of clerical errors in the scoring of the WISC-R were examined. The most frequent errors were those associated with addition tasks and in the calculation of the subject's age at the time of assessment. Some errors, whether occurring singly or in a compounding effect, significantly distorted Full Scale IQ.