Study examines the Slaby and Frey (1975) gender-constancy interview, which has been widely used in tests of the cognitive-developmental account. Sixty children, aged between 42 and 54 months, were given the interview either in the traditional order or in a reversed order. Order effects were found. Methodological issues are discussed. (Author/BN)

A series of six experiments compares young children's competence in attributing absence of knowledge (ignorance) to their competence in attributing a false belief to the other. (HOD)

Examines developmental change in 4- 7- and 10-month-old infants' perceptions of correlations among attributes to determine whether relational information plays a role in abilities ranging from the perception and recognition of a simple pattern to the formation of a category. (HOD)

This paper discusses the interaction of cognition and physiological factors in emotion from the viewpoint of a developmental-interactionist theory of motivation and emotion. Emphasis is given to the role of cognition in the theory of emotion. The nature of cognition is discussed in terms of (1) the "primacy" of emotion versus cognition;…

The ability to attribute false beliefs by 155 deaf children (ages 5 and 8) grouped by communication mode and parental hearing status was compared to that of 39 hearing children (ages 4 to 6). Effective representational abilities were demonstrated by deaf children of deaf parents, whereas those with hearing parents appeared delayed, with…

Describes three experiments that examined how children (4- to 11-year-olds) use their knowledge of the attributes of living things to infer whether particular objects are alive. (HOD)

Investigates a proposed four-stage developmental sequence that describes how children explain changes in sad and angry feelings and how their ability to understand is related to their theories of how feelings change. (HOD)

Subjects of this study were 144 White, middle-class children in kindergarten, first, second, and fourth grades. Children were interviewed individually about their explanations for both academic and social outcomes and their evaluations of their own outcomes. Self-evaluations became less positive in both domains and less similar across domains with…

Examined the ability of three-year-olds, four-year-olds, kindergartners, and second graders to predict how certain internal and external conditions affect behavior. In two studies, a forced-choice procedure revealed that even the youngest group could predict the effect of various causes, while a third study examined more complex types of causal…

Describes the theory and known influences on learned helplessness, particularly in the mathematics field, and discusses prevention and remediation with respect to this phenomenon. (PK)

Examines cognitive processing and semantic influences on the developmental patterning of everyday social explanation in a cross-cultural investigation undertaken among American and Hindu adults and children (ages 8, 11, and 15). (HOD)

Examines the implications of temporal separation for children's developmental differences in inferences drawn about an individual's characteristics after observing multiple instances of that individual's behavior. Also tests two competing hypotheses about how young children process information separated in time. (HOD)

Second graders, fifth graders, and college students heard 12 stories that varied systematically by situational domain, outcome, and causal attribution. Students were asked to infer the story character's emotion at the end of the story and give reasons for it. Contributions and limitations of Weiner's attribution-emotion model are assessed in light…

Examines explanations used by children (ages five-14) to explain academic success and failure; frequency of their use; and developmental variations in types of explanations used. It was found that patterns of attribution categories vary by age, and that the attribution process involves a complex interaction of subjective and objective reality.…