Defines the field of developmental psychopathology, and briefly describes the articles contained in this volume. (PCB)

Provides an overview of the preceding articles in this journal issue. Considers the timing of gender segregation, compatibility between play styles and gender segregation, possible physiological processes underlying gender segregation in play, children's cognitive knowledge about gender, and the consequences of gender segregation. (BAC)

A social development theory of self is introduced as a framework for developmental psychopathology. Built on some of Piaget's principles, the theory is taken into the social domain and used to define the movements of self and important others throughout life. (PCB)

Discusses the significance of emotional communication and social referencing of the mother by her infant as determinants of the infant's affective reactions to other social figures in the environment. (PCB)

Synthesizes the theoretical implications of the studies presented in this issue on social repercussions of a unified Germany, highlighting the effects of economic and political change on women, families, and youth, and their relevance for cultural-historical theories of human development. (JW)

Discusses whether the cognitive development of developmentally delayed autistic children is the same as that of younger, normal children or whether it differs in significant ways that have implications for clinical assessment and treatment. (PCB)

Examines influences of peer relations on the development of social and cognitive competence. Discusses implications of differences in boys' and girls' play styles for cognitive skills and the development of intimacy. Notes that gender segregation is initiated and maintained within the peer group. (BAC)

Two approaches that apply Piaget's theory of cognitive development to the study of child psychopathology are presented. (PCB)

Discusses a model that suggests that popularity and friendship are linked to different forms of adjustment and emotional well-being and emphasizes that friendship is an important mediator between popularity and loneliness. Results of a study that involved 169 early adolescents in fifth and sixth grades supported the model. (BB)

Examines the development of work perceptions in adolescents (12 to 18 years old) from a relational-developmental perspective. From this viewpoint, adolescents' perceptions and understanding of work and related areas, such as employment and unemployment, varied across age and, to a limited extent, across levels of formal reasoning operations.…

Finds that mothers high in responsiveness in the infant's first year have more secure infants and have children who are more likely to use prosocial interaction strategies with peers, are rated by teachers as having fewer school problems, and score higher on the Stanford-Binet. (pcb)

Discusses the effects of gender segregation, which emerges in early childhood, on later adolescent and adult relationships. Suggests that communication and power relations in male-female relationships are likely to be influenced by gender differences in social norms. Provides recommendations for parents and teachers interested in encouraging…

Focuses on the role of temperament in early psychosocial interaction, specifically as it relates to infant-mother attachment. Also considers how temperament may influence the infant's cognitions, emotions, and behaviors and thus affect his or her adaptation to social events. (HOD)

Considers the period of adolescence and describes how cognitive-developmental concerns might apply to the understanding of adolescent problems in interpersonal and affective adaptation. Also investigates ways in which intervention practices with adolescents might be placed within a cognitive-developmental context. (PCB)

Presents an overview of the research literature concerning the significance of adolescent friendship. Topics addressed are (1) the ubiquity of friendships; (2) friendship stability; (3) conditions of friendship, such as reciprocity, commitment, and equality; (4) similarities among friends; and (5) social and emotional development fostered by…