Investigates sequential steps in children's ability to represent another's visual perspective when it differs from their own perspective. (Author/SS)

Examined relations among quality of sibling relationships, maternal socialization techniques regarding infant emotions and skills, firstborns' perspective-taking skills, and firstborns' caretaking behavior in 32 sibling pairs (14 months; 3-5 years) and their mothers. (RH)

In two experiments using a large scale space and a third using a model of that space, the ability of 3-, 4-, and 5-year-old children to coordinate two perspectives of a large scale space was examined. (Author/SB)

Preschool children were required to discriminate and explain the differing feelings of each story character in two kinds of stories: (1) those in which cues for correct responses were located in the situation, and (2) those in which correct explanations required consideration of the characters' subjective characteristics. (Author/SS)

The results of this study indicated that 4- and 5-year-old children are able to engage in veridical conceptual perspective taking. Furthermore, it was concluded that the ability to make a correct inference develops somewhat earlier than the ability to justify that inference. (JMB)

A total of 68 children between 10 and 12 years of age were given two role-taking tasks, a self-image questionnaire, and the Peabody Picture Vocabulary Test in order to determine the relation between role taking, referential communication, and self-image. (Author/SB)

Three experiments with a total of 120 children between 4 and 9 years of age revealed systematic errors in the recall of deictic terms from a narrative. In some cases, the terms were inconsistent with the perspective of a protagonist. The errors occurred in all age groups and were at the same level whether the protagonist was "good" or "bad" but…

Five role-taking tasks were arranged in a task hierarchy on the basis of their content and structural aspects. These tasks were then presented to 3-, 4-, and 5-year-olds and the data analyzed by scalogram and cluster analysis. The results supported the hypothesis and revealed a fundamental structural difference among tasks. (JMB)

This study investigated the development of perceptual, cognitive, and affective perspective taking in 167 kindergarten through sixth grade children. Task intercorrelations were low, nonsignificant, and inconsistent, supporting the view that perspective taking is a multidimensional social-cognitive construct. (JMB)

The relationship between children's perceptual, cognitive, and affective perspective-taking scores and their cognitive perspective-taking scores gathered one year later was assessed. Subjects were 56 kindergarten through third-grade children. (Author/JMB)

In this study of eighth-grade boys and girls significant sex differences were found on all measures except field dependence. (MP)

Interrelationship of different categories of prosocial behavior different assessment procedures, and role of empathy and perspective taking were examined. Prosocial behavior in preschool children was assessed using three different approaches: naturalistic observation, structured measures, and teacher ratings. Results indicated preschool children…

Five experiments were run to assess imagery performance and perspective-taking in children ages 6 to 11. In Experiments 1-3, children anticipated results of rotating an object. Experiment 4 assessed the same children on a version of the traditional perspective-taking task. Experiment 5 studied children who took extreme approaches. (SB)

The effect of two types of role-taking training experiences on role taking, empathy, altruism, and aggression was investigated in 30 six- and 30 nine-year-old boys. (SS)

Investigates two levels of the spontaneous inference of thinking in others (nonrecursive and recursive) in children of ages 10, 12, 14 and 16 using a person description task. (Author/SS)