Studies the development of children's understanding of the multiple determination underlying human behavior. Subjects were kindergarten children, fourth, eighth, and twelfth graders. (CM)

This study examines developmental differences in third and sixth graders' and college students' use of distinctiveness, consensus, and consistency information for making causal attributions. (CM)

This paper presents a study of age differences in children's plan interpretations, interpretations of the interrelationship between actions, goals and outcomes. It is suggested that developmental differences exist which affect children's ability to recognize the necessity for internal and external consistency before labeling behaviors as…