College students (160 males and 192 females) made achievement evaluations for 6- and 11-year-old boys and girls who differed in their efforts and outcomes on a classroom task. Males and females evaluated the performances differently, and both sex and age of the child affected the achievement evaluations. Results from previous studies were discussed and it was suggested that age trends in achievement judgments may be due not simply to cognitive-developmental changes but also to differential socialization practices by adults.
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