This longitudinal study combined, in a single study, different aspects of children's knowledge about mental phenomena and thus could investigate relations among the development of language, theory of mind, and later metamemory. In total, 183 German children were tested at ages 3, 4, and 5. Each time of testing included a set of theory-of-mind…

Although research has clearly established that low family income has negative impacts on children's cognitive skills and social-emotional competence, less often is a family's experience of material hardship considered. Using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (N=21,255), this study examined dual components of…

A model is proposed in which stereotypes are assumed to function as schemas that serve to organize and structure information. The thesis is advanced that sex stereotyping is a normal cognitive process and is best examined in terms of information-processing constructs. (Author/RH)

Examined reasons for discrepancies in the literature regarding the emergence of the scheme for multiple sufficient causes. Children between 4.3 and 5.4 years of age were asked to predict their own and another child's behavior in real and hypothetical situations when a reward was present or missing. (Author/DB)

In a schematic concept formation task, second and fifth graders were required to sort 60 computer-generated, 8-sided polygons into two classes. The results indicated that age differences in schematic concept formation are due more to the efficiency of information use than to differences in strategy or the selection of information to be used. (ST)

Data from 431 children in grades 3-10 on a personal space task were pooled into 4 sex-age groups and separately factor analyzed. (Authors)