Studies investigated the development of children's ability to differentiate what they see from what they know in the context of conceptual perspective taking. Two developmental levels accounted for children's performance when they were asked about a naive observer's knowledge of the identity of objects. Perspective awareness training improved…

The goal of this study was to determine some of the factors that contribute to developmental differences children and adults display when they use cues to retrieve specific memories. (PCB)

Results indicated that the more frequently the children studied expressed emotion, the older the age of language achievements; and the more time spent in neutral affect, the younger the age of language achievements. (PCB)

Examined relationships between three components of tasks used in developmental studies of attention--visual search, filtering, and priming--as measured in tasks performed by children and adults. (PCB)

Developmental changes in conditions engendering pride and embarrassment were explored. Among other results, developmental change was found in the standards used to evaluate emotional experiences; references to social comparison increased with age and references to mastery decreased. (PCB)

Over 600 White females between 10.5 and 18.5 years of age were studied to test construct comparability across adolescence. Assessed were emotional functioning, eating problems, self-reflection, self-image, and mastery/adjustment to examine meaning equivalence in self-concepts and developmental psychopathology. Results suggest that the five factors…

The influence of three variables on response to undecidability was studied: (1) dual- versus single-solution rules; (2) nature of the choice contrast, and (3) presence or absence of additional information to resolve the undecidability. Participants were college students and third, fourth, and fifth grade elementary school students. (RH)

Development of toddlers' combinatorial skills was examined in the domains of object manipulation, symbolic play, motor imitation, language, and peer interaction. Additionally, task demands that might produce variations in age-related patterns within or between domains were examined. Data were collected in free play sessions and during structured…

When first, fourth, and fifth grade speakers played a referential communication game with a fictitious listener, they were more likely to give redundant messages to listeners with whom they had no common shared experience or to strangers than to listeners with whom they had shared a previous experience. (RH)

This study examines the reactions of children and adolescents to stories about fictional boys and girls who act across three behavioral episodes in either masculine-stereotyped or feminine-stereotyped ways. Trait dimensions chosen for investigation were: (1) logical and steady versus excitable and emotional; (2) adventurous and risk-taking versus…

Analyses of communicative exchanges among 64 playgroup children revealed that both 3-and 4-year-old nonhandicapped children adjusted the communicative function, style, and affective quality of their interactions when addressing mildly developmentally delayed companions. Adjustments were more closely related to interpersonal and social status…

This article reviews the concept and derivation of age-equivalent scores as evidence for speech-language deficits. It presents arguments against the use of age-equivalent scores in case management decisions and recommends that, when used, a report include a clear explanation of their true meaning and other summaries of test performance. (Author/DB)

Cross-sectional and longitudinal study of one- to six-year-olds in full-time child care assessed sequences and individual differences in development of social competence with peers. Study collects most extensive and varied data to date. Findings concern stability of individual differences, social classifications, influences of variations in…

The results, which contrasted markedly with findings of major group differences at 12 months of age, indicated that by age two no group differences were apparent on any child development, mother-child interaction, or maternal attitude measures, except that preterms were significantly poorer in motor skills than were full-term infants. (RH)