Religious development is considered from a psychoanalytic point of view. Discussion focuses on the representation of a personal, living God that a child forms in the first five years of life. (BB)

Examines negotiation of children's construction of autonomy and the personal domain within the context of parent-child and teacher-child interaction. Provides a model for examining the emergence of autonomy out of adult-child negotiation. Describes several studies documenting how adults negotiate with children over personal issues about which a…

Critiques studies of moral development and culture in light of key assumptions of cultural psychology with regard to culturally mediated contexts, the coherence and complexity of cultures, and agency in a culturally grounded self. Argues that the challenge remains to retain concern with agency and context sensitivity, while giving weight to the…

Seven stages in the development of faith are examined from a constructivist-developmental approach. A table depicts structural aspects of faith development by stage. (BB)

Examined developmental changes and individual variations in the ways children use expressive information from others. Concluded that processing deficits are more probable for younger children or for children with low perceived control than for other children. (BB)

Uses clinical case studies showing autistic children's fascination with and understanding of machines, family studies focusing on occupations of fathers and grandfathers of children with autism or Asperger Syndrome, and experimental evidence using picture-sequencing methods to identify physical or intentional causality to show that children with…

The development of understanding of Biblical parables on the part of 28 Swiss subjects of 7 to 50 years of age was studied. It was found that Biblical parables were interpreted through the lens of one's stage of religious judgment in the manner described by Oser's and Gmunder's (1988) model. (BB)

Reviews the research that has tested the "goodness of fit" model of temperament-context relations and proposes that research aimed at testing this model should examine how inter-individual differences in interactions between children and their contexts over time establish correlations between individuals and their settings. (HOD)

Presents results of an analysis of a collection of statements about God written by German students between 16 and 22 years of age. Examines results from a psychoanalytic and cognitive-developmental perspective. Also considers the ways in which adolescents talk about the relationship between God and the church. (BB)