Two experiments were conducted to compare the false belief understanding of children who have no siblings, but have classmates of different ages in kindergarten. In Experiment 1, 4- and 5-year-olds completed two unexpected location tasks. We found that 4-year-olds with classmates of different ages performed significantly better than those with…

Argues that developmental psychology remains parochial in spite of increased cross-cultural developmental research. Reviews research and theories dealing with cognitive development in childhood and adolescence. Contributions outside Piagetian and Vygotskian traditions are outlined along with suggestions for further research on emotional…

Argues that Susan Sugarman's article in this issue contains some valid criticism of assumptions in developmental psychology, but that some of her conclusions regarding other assumptions need to be questioned. Suggests that many problems raised by Sugarman would disappear if developmental psychologists concentrated on children's early achievements…

Describes growth in the number of studies of behavior development conducted in Japan during the last 20 years and identifies areas of development receiving attention by Japanese researchers. (RH)

Argues that there are significant ways in which neither Piaget nor his successors in developmental psychology have adequately described the child's mind and how it changes. Proposes alternative guidelines for research that aims more directly at identifying essential constituent features of the child's mental reality. (PCB)

A brief history of Chinese developmental psychology is given, and current main research projects are highlighted. (Author/MP)

Explores two hypotheses about the effect of symbolic systems on psychological functions: (1) culturally elaborated systems of signs affect psychological functioning in a general way; and (2) systems of signs, when used to support skilled action, affect the organization of human activity. Reviews research that supports the second hypothesis. (LB)