The educational approach of empathy has been prominently mentioned as a possible solution to the dehumanization occurring as a byproduct of the rapid development of science and technology in modern society. This study aims to identify the characteristics of Korean adolescents on the empathy factor, as a core competency of twenty-first century…

Performance on a range of spatial and mathematics tasks was measured in a sample of 1592 students in kindergarten, third grade, and sixth grade. In a previously published analysis of these data, performance was analyzed by grade only. In the present analyses, we examined whether the relations between spatial skill and mathematics skill differed…

The relations among various spatial and mathematics skills were assessed in a cross-sectional study of 854 children from kindergarten, third, and sixth grades (i.e., 5 to 13 years of age). Children completed a battery of spatial mathematics tests and their scores were submitted to exploratory factor analyses both within and across domains. In the…

Children (aged 6-10) and adults (total N = 136) completed a novel visual perspective-taking task that allowed quantitative comparisons across age groups. All age groups found it harder to judge the other person's perspective when it differed from their own. This egocentric interference did not decrease with age, even though, overall, performance…

Investigated relationship between young children's ability to predict another observer's interpretation of an ambiguous picture and to identify the source of a misinterpretation after it had occurred. Found that six-year-olds were more likely than four- and five-year-olds to predict that a puppet would misinterpret the target-restricted view and…

A total of 120 children between four to eight years of age were administered four sets of visual perspective-taking tasks. Results supported the hypothesis that children's task competence would be a fraction of the number and type of spatial relationships embedded in the stimulus displays. (Author/MP)

Assesses whether a model of at least two levels of perspective-taking ability beyond egocentrism provides a more adequate account of the variance in subjects' responses across perspective-taking tasks. (Author/MP)

Thirty four- and five-year-old children were tested in a spatial perspective task employing a production format. It was found that the subjects' performance was affected by the position of the observer relative to the subject, as well as by the type of view the subject was required to generate. (MP)

The study focused on the question of whether the use of general persuasive strategies reflecting progressively higher levels of perspective-taking ability increases with age. (SB)

Investigates two levels of the spontaneous inference of thinking in others (nonrecursive and recursive) in children of ages 10, 12, 14 and 16 using a person description task. (Author/SS)

Presents a study of perspective taking ability among children aged 3 to 7. The first task involved a classic block appearance task. In the second task, the child and/or the experimenter each wore different colored glasses and the child was asked to describe how a white card appeared to each of them. (BD)

Assesses children's ability to coordinate information in the context of perspective taking and moral judgment tasks and tests the assumption that both perspective taking and moral judgment involve a common decentering process. Subjects were first and third graders. (MP)

Results suggested that preadolescents and adolescents understand but reject or subordinate parents' conventional interpretations of family conflict, and reinterpret them as issues of personal jurisdiction. Parents understand but reject children's claims to personal jurisdiction, and state the issues in conventional terms. (RH)

This study examined the correlation between the egocentricity in childhood and the artist's consideration of the viewer's perspective. A method was devised to evaluate drawings made by 82 children between 5 and 7 years old, according to criteria of comprehensibility. Verbal and nonverbal behaviors accompanying the drawings performance were…