Examined judgments of intolerance given by children, adolescents, and adults toward disagreeing others. The evidence suggested that intolerance may be a lower level of reasoning in a social cognitive developmental progression. (Author/DB)

Investigated egocentricity and ascriptions of knowledge to others in 45 children of 3-6 years. Six-year-olds were better than younger children at assessing the other's knowledge. Subjects were better at assessing the other's knowledge when their own access and knowledge were identical. (RJC)

Studied age differences in children's understanding of (1) changes in emotional reactions to situations; and (2) the possibility that emotion might be controlled by situational or cognitive strategies. Children aged 4 to 15 years were more likely to suggest situational strategies than cognitive strategies for controlling emotion. (Author/GH)

In this article, I examine my attempts as an instructor in a university-based school leadership program to cross the generational divide with my students by using democracy as the central concept for understanding what is meant by a quality American education for all children. I guide the course according to the democratic learning principles that…

This article assesses David Ng's contribution to religious education with children. Ng offered practical strategies for full inclusion of children in faith communities. One limitation in Ng's work on children is its lack of attention to the role of culture, an unusual omission given his interest in multicultural religious education. This gap…

A developmental interactionist model for promoting social competence is proposed. It is argued that personal and social resources present in infancy are expanded, refined, and hierarchically reorganized continuously throughout the life-span as a function of development and experience. Social competence is seen as the result of integrating and…

The effects of age, task, and egocentric responding on visual-spatial perspective taking were studied among 41 preschool children between 3.0 and 5.9 years of age. Children were individually administered three perspective-taking measures: the upside-down/right-side-up task, a block task, and a picture box task, all previously described in the…

This paper presents a study of empathy in 6- to 9-year-olds. Although empathy is primarily defined as the response of one individual to the emotional state of another, definitions and assessment can be further differentiated depending on the empathizer's response and on the source of the empathizer's knowledge of the other person. Is the…

Results of two studies investigating children's abilities to use different kinds of cues to infer another's affective state are reported in this paper. In the first study, 48 children (3, 4, and 6 to 7 years of age) were given three different kinds of tasks (interpersonal task, facial recognition task, and vocal recognition task). A cross-age…

Ability to take the visual perspective of another was studied among 97 Anglo American and Mexican American boys and girls aged 5 to 6 and 7 to 9. (BD)

Theory of mind research focuses on children's understanding of other people's minds, their desires, intentions, and beliefs. Currently, there is much debate as to what is the substrate for children's theory of mind development; socio-cognitive skills, linguistic development, a simulation of one's own mental states, and the maturation of innate…

Questionnaires exploring friendship relations, perspective-taking competencies, and notions of popularity were presented to 48 children divided into four age groups (mean ages 5.9, 7.11, 10.3, and 12.2 years) and into categories of upper and lower sociometric status. (Author/RH)

This study examined the relationship between the frequency of adult/peer interactions of preschool children and their perceptual role-taking ability. (CM)

Eighty-three children from grades 2 through 5 were administered measures of social egocentrism and moral judgment. Methodological improvements in the moral judgment measure were introduced. (Author/MP)

Investigated the general relationship between children's performance on social and physical measures of cognitive functioning, possible sex differences in performance on the two types of tasks, and the relationship between boys' and girls' performances on these tasks and age and IQ. (SDH)