The study compared the cognitive, affective, and perceptual role taking skills of 38 learning disabled (LD) children (ages 5 to 8) with those of a control group of normal children. Ss were administered three role taking tasks which measured their skills in each of the domains. The results demonstrated a role taking deficit in the LD children.…

Investigates adolescent egocentrism by examining the relationship between cognitive complexity, social perspective-taking, and communicative skills in early and late adolescents. Focuses upon the ability of adolescents to take the perspectives of other adolescents from within and outside their immediate social group in directing persuasive or…

One hundred thirty-six 5-to-10-year-old Israeli children were given three black and white photographs of a highway, a column of identical tanks, and a row of elephants, and were asked some questions on each one of the photographs in order to elicit responses of three-dimensional perception. (CM)

The article describes a program for elementary age students at the Meeting Street School (North Kensington, Rhode Island) which was designed to help normal children understand what it means to be handicapped. (SBH)

A developmental study of elementary school children's use of rule v computation in solving spacial perspective-taking problems. (CM)

Presents a review of research on young children's understanding of social behavior (social cognition). (CM)

A study compared results of referential communication and perspective-taking tasks for 10 high-functioning autistic adolescents and young adults and matched normally developing controls. Autistic subjects showed significant communicative dysfunction and qualitatively different communicative interactions. Possible explanations: deficits in "theory…

Investigated influence of ego development on in-session cognitions of 27 supervisees at the same experience level, using the Sentence Completion Test (SCT) of Ego Development (Loevinger and Wessler, 1970). Results indicated no significant effects of ego level on time, place, focus, locus, or orientation of retrospections. (TE)

Two antithetical views of the sense-making potential of young children are explored: the Piagetian egocentric view and the sociocentric view. The article suggests that empirical research demonstrates socially construed perspective-taking tasks do not show the young child to be egocentric, but sociocentric. (IAH)

Literature is the ideal vehicle to enable English-as-a-Second-Language students to better recognize their own and other viewpoints and values. Students can develop academic skills by focusing on point of view and multiple perspectives through reading short stories and by completing related writing assignments. 38 references. (Author/CB)

Presents a teaching method for enhancing student awareness of social issues by developing student's ability to take the role of others. States that this process allows students to develop a sense of "other" as a social construction created by the dominant group. Recommends use of journals and primary sources. (KO)

Argues that second language learning is a form of enculturation that involves learning the perspectives and identities that a culture allows and values. Proposes that a language teacher is actually changing the cultural identity of the student. (FMW)

The perspectives of social studies student teachers were studied and analyzed. It was concluded that teachers' perspectives are a product of a dialectical process of professional socialization. Teacher educators should reevaluate the purpose and function of education courses and field experience experiences. (JD)

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)

Twenty-two subjects with autism were tested on three perspective-taking tasks. Subjects were successful on two tasks that required them to make relatively direct connections between eating and hunger or visual access and knowledge. They failed a task which used stimuli of a more transient nature and less predictable reactions of the protagonists.…