The study of anthropomorphism in adults has received considerable interest with the development of the Individual Differences in Anthropomorphism Questionnaire (IDAQ; Waytz, Cacioppo, & Epley, 2010). Anthropomorphism in children--its development, correlates, and consequences--is also of significant interest, yet a comparable measure does not…

To gain new perspective on the development of understandings and perceptions of income inequality, this study compared the reactions of six, eight, and 10-year-olds to a rich man and a poor man and the winners and losers of a contest of skill and a game of chance. Age differences in attributions for outcomes reflected a strengthening with age of…

Children of ages 3-5 ("N" = 62) were assessed by using standard theory-of-mind tasks and unusual belief tasks related to false information and beliefs endorsing violations of moral (welfare and fairness) and social conventional (school rules) domains. Younger children (under 5 years) did not accurately attribute unusual factual beliefs…

Age related demographic changes, within public school organizations are resulting in leadership challenges in leveraging organizational knowledge across four unique generational cohorts. Competitive success within schools has linkages to organizational cohesiveness and knowledge management (KM). Generational cohorts maintain values affecting…

Age is one of the most robust correlates of criminal behavior. Yet, explanations for this relationship are varied and conflicting. Developmental theories point to a multitude of sociological, psychological, and biological changes that occur during adolescence and adulthood. One prominent criminological perspective outlined by Gottfredson and…

Objective: The purpose of this study was to examine patterns of change in attributions for childhood sexual abuse (CSA) over a 6-year period and whether such patterns were related to abuse severity, age, gender, and subsequent symptoms of depression and PTSD. Methodology: One-hundred and sixty children, 8-15 years old, were interviewed within 8…

Two studies investigated (1) the development of children's implicit theories of self-attributes in the domains of intelligence, sociability, physical skills, and physical appearance; and (2) the degree to which conceptions of ability can be experimentally manipulated to predict achievement cognitions and behaviors. (BB)

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.…

A study explored the causes cited by British primary school students for instances of relative success and failure in class work in a free-response setting. The study involved 157 7-, 9-, and 11-year old students in 2 primary schools. Because the 7-year-olds were reluctant to talk about their own work, children were asked to talk about the reasons…