College students who took the Defining Issues Test (DIT) were instructed to simulate the responses of 11-, 15-, and 19-year-old adolescents; other college students selected moral issues which they believed should be presented to adolescents in those age groups who were faced with the moral dilemmas in the DIT. (Author/DB)

In four experiments, three, four, and five year olds were successful in solving perspective-taking problems when they were asked what object occupied a specified location with respect to a hypothetical observer. Results indicated developmental change in several important aspects of spatial performance. (BC)

This study assessed social perspective taking in 57 children classified as educable mentally retarded divided into 3 age groups from 8-16 years. Significant differences in social perspective taking were obtained between the three groups in understanding individuals and between the older and two younger groups in understanding friendship.…

There have been few studies comparing personal future perspectives across wide sectors of the life span and none comparing societal future perspectives. Age groups, each consisting of 41 women and 10 men who were elderly (over 60), in middle adulthood (26-45), or adolescence (14-16) were asked to list events they expected to happen in their future…

Presents a study of perspective taking ability among children aged 3 to 7. The first task involved a classic block appearance task. In the second task, the child and/or the experimenter each wore different colored glasses and the child was asked to describe how a white card appeared to each of them. (BD)

Study investigated whether older adults were more reflective or regressive than younger adults regarding hypothetical and real-life moral judgements. Results showed no average stage level difference between the age or sex groups. (Author/RWB)

Dilemma content had a significant effect on moral judgement, with a tendency for each age group to use a higher level of judgment when the situation described was age-appropriate. Results indicated a significant age difference on a measure of spontaneous role taking: old persons made more definitive moral judgments than the younger adults.…

Second- and fourth-grade children viewed a cylindrical object in nine positions and identified the 90- , 180- , or 270-degree positions from a set of photographs. Perspectives in which the object differed from the child's view in both left-right and near-far dimensions were more difficult than perspectives that only transformed one dimension.…

Describes the development of cognitive structure in adolescence as establishing isomorphism between subject and environment. Identifies two dimensions of stages in the development of individuals'"work structure," i.e., the network of relations existing between the individual and his work.

Results showed a significant relation between age and role taking, and between type of response required and role taking. However, emphasizing the difference in perspectives between self and other was not shown to facilitate role-taking performance. (JMB)

Tested predictions about age-related differences in the tutoring abilities and behaviors of children at three, five, and seven years of age. Found significant changes in tutoring strategies, verbal instruction, and contingency of teaching in the three age groups. (DR)

Seventy-two children were presented with a series of stories involving psychological harm in a game context. Found that older children were more likely than younger ones to base their evaluations on intentions, or both intentions and consequences, and to take into account the recipient's perspective. Game context interacted differentially with…

The effects of training on first, third, and fifth graders' spatial perspective taking with multiobject two-dimensional arrays were assessed in two studies. Found that, on an immediate test of retention, performance was significantly better for those subjects trained with feedback present than for nontrained students. (MDM)

This study examined the development of cognitive perspective taking skills and the lack of consistency across perspective taking measures in earlier studies. Four perspective taking measures were administered to 56 children between 4 and 10 years of age under two testing conditions. The high structure condition included multiple presentation of…