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Turiel, Elliot – Merrill-Palmer Quarterly, 1989
Discusses domain-specificity with regard to social and cognitive development. General epistemological and theoretic considerations of the study of cognitive development are discussed. Included is a consideration of the intersection of the interactional model and a classification of systems of knowledge. (RH)
Descriptors: Ambiguity, Cognitive Development, Cultural Influences, Epistemology
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De Cooke, Peggy A.; Brownell, Celia A. – Merrill-Palmer Quarterly, 1995
Studied frequency and style of help-seeking in 18- and 24-month olds observed at free play and problem-solving. Found that younger toddlers sought less help than older toddlers; both groups sought more help during problem solving than in free play. Older toddlers increased vocal help-seeking whereas younger toddlers sought help through vocal and…
Descriptors: Age Differences, Child Behavior, Cognitive Development, Help Seeking
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Kurdek, Lawrence A. – Merrill-Palmer Quarterly, 1978
Descriptors: Children, Cognitive Development, Developmental Stages, Interaction
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Marini, Zopito; Case, Robbie – Merrill-Palmer Quarterly, 1989
Investigated the age at which children first acquire understanding of others' feelings and of ways in which they can affect others' feelings. Also considered the relation of children's development in this domain to their understanding of the nonsocial world. Findings indicated that it was possible to predict the age at which children would pass…
Descriptors: Age Differences, Cognitive Development, Comprehension, Emotional Response
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White, Burton L. – Merrill-Palmer Quarterly, 1975
Describes an experiment undertaken to identify the home experiences of 1- to 3-year-old children which result in competence at the age of 6. (BRT)
Descriptors: Child Development, Child Rearing, Cognitive Development, Competence
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Carson, David K.; And Others – Merrill-Palmer Quarterly, 1986
Explores the relations between temperament, communicative competence, and humor expression among four- and five-year-old nursery school children. Shows that ratings of communicative competence and various dimensions of temperament account for a significant proportion of the variance in the reported frequency of children's laughter and verbal and…
Descriptors: Behavior Development, Behavior Patterns, Cognitive Development, Emotional Development
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Peisner-Feinberg, Ellen S.; Burchinol, Margaret R. – Merrill-Palmer Quarterly, 1997
A portion of the Child Care Cost, Quality, and Outcomes study finds that quality of center-based care was positively related to preschool children's concurrent cognitive and socioemotional development. More advantaged children are not necessarily buffered from effects of poor quality care. In addition, stronger positive effects of child care…
Descriptors: Child Development, Cognitive Development, Day Care Centers, Day Care Effects
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Jenkins, Jennifer M.; Astington, Janet Wilde – Merrill-Palmer Quarterly, 2000
Tested competing causal models concerning the relationship between children's social behaviors and theory of mind in 3- and 4-year-olds tested 3 times over 7 months. Found that false belief performance predicted joint planning and role assignment during pretend play, after taking into account initial performance on joint planning and role…
Descriptors: Age Differences, Causal Models, Children, Cognitive Development
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Doyle, Anne B.; Aboud, Frances E. – Merrill-Palmer Quarterly, 1995
Studied changes in prejudice toward blacks and Native Indians among white children between ages six and nine. Found that older children were less prejudiced than younger children. Favorable-white and unfavorable-black evaluations did not decline with age, but unfavorable-white and favorable-black evaluations increased with age, and counter-bias…
Descriptors: Age Differences, American Indians, Blacks, Childhood Attitudes
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Becker, Judith A. – Merrill-Palmer Quarterly, 1986
Explores the underlying knowledge that children have about the relationship between the structure of requests and the relative status of speakers and listeners. Shows that the three age groups (preschoolers, 5-year-olds, and 10-year-olds) could systematically differentiate the requests by means of syntactic directness or semantics. (HOD)
Descriptors: Age Differences, Child Language, Children, Cognitive Development
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Lapsley, Daniel K.; Quintana, Stephen M. – Merrill-Palmer Quarterly, 1989
Used a data analytic strategy that was novel to the M-space literature to examine the mental capacity prerequisites of social-cognitive development of 99 students in grades one, three, and five. Used a structural equations analysis to determine whether M-power was a significant predictor of role-taking development. (RH)
Descriptors: Cognitive Development, Elementary Education, Elementary School Students, Grade 1