We investigate how the ability to respond appropriately to reasons provided in discourse develops in young children. In Study 1 (N = 58, Germany, 26 girls), 4- and 5-, but not 3-year-old children, differentiated good from bad reasons. In Study 2 (N = 131, Germany, 64 girls), 4- and 5-year-old children considered both the strength of evidence for…

Examines themes evident in children's and mother's definitions of illness to determine how views of illness develop. Subjects were 264 children (ages 6 to 12-11) and their mothers. Two issues were considered: (a) patterned similarity in illness definitions, and (b) developmental changes in illness concepts. (ED)