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Peer reviewedWellman, Henry M.; Hickling, Anne K.; Schult, Carolyn A. – New Directions for Child Development, 1997
Uses results of laboratory and natural language analyses of 2- to 4-year olds' explanations of human behavior to argue for a theory-type view of biological, psychological, and physical domains of thought. Concludes that children as young as 2 years show three different reasoning systems in their explanations of everyday phenomena, especially human…
Descriptors: Age Differences, Behavior, Biology, Cognitive Development
Peer reviewedWellman, Henry M.; And Others – Child Development, 1979
Preschool children ranging in age from three to five years were presented with an array of moral judgment tasks designed to assess their understanding of differing moral criteria. Results showed that older children correctly understood more criteria and that understanding of the relevant moral distinctions was developmentally ordered. (JMB)
Descriptors: Age Differences, Criteria, Developmental Stages, Moral Development
Peer reviewedWoolley, Jacqueline D.; Wellman, Henry M. – Child Development, 1993
Results of two studies indicated that three- and four-year-old children understood that, although perception is necessary for knowledge, it is irrelevant for imagination and that three year olds often claimed that imagination reflected reality. (MDM)
Descriptors: Age Differences, Imagination, Perception, Perception Tests
Direct linkWellman, Henry M.; Phillips, Ann T.; Dunphy-Lelii, Sarah; LaLonde, Nicole – Developmental Science, 2004
Recent research examining infants' understanding of intentional action claims to be studying the early origins or precursors of children's later theories of mind. If these infant understandings are continuous with later preschool achievements, there should be empirical connections between the two. We provide initial evidence that infants' social…
Descriptors: Infants, Social Cognition, Cognitive Development, Preschool Education
Peer reviewedLagattuta, Kristin Hansen; Wellman, Henry M.; Flavell, John H. – Child Development, 1997
Three studies used illustrated stories to examine preschoolers' understanding of emotional changes when memories of past events were cued by objects in the current environment. Found substantial development between 4 and 6 years in understanding the influence of mental activity on emotions. The strength and consistency of this knowledge was…
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Cues
Peer reviewedWellman, Henry M.; Johnson, Carl N. – Child Development, 1979
Assesses comprehension of the mental verbs "remember" and "forget" among three-, four-, five-, and seven-year-old children by having the child judge whether or not toy characters in different situations remembered or forgot. (Author/RH)
Descriptors: Age Differences, Comprehension, Concept Formation, Elementary Education
Download full textFlavell, John H.; Wellman, Henry M. – 1975
This paper explores the concept of metamemory, generally defined as the individual's knowledge of and awareness of memory. The concept of metamemory is compared to three other categories of memory and a model of what the growing child could conceivably acquire in the domain of metamemory is presented. Brief reviews of existing research relations…
Descriptors: Adults, Cognitive Development, Cognitive Processes, Elementary Secondary Education
