Theorists and researchers have developed abstract divisions in the life span to mark significant stages. To explore the conceptual labels individuals use to make divisions in their life spans, 92 adults, aged 20 to 55 years, marked significant milestones on a lifeline. Participants also completed a demographic questionnaire. Data on the labels…

The results of this study indicated that 4- and 5-year-old children are able to engage in veridical conceptual perspective taking. Furthermore, it was concluded that the ability to make a correct inference develops somewhat earlier than the ability to justify that inference. (JMB)

Children aged two and one-half to five years gave moral evaluations, attributions of parental affect, and personal liking evaluations of both standard (motive and outcome) moral episodes and simplified (motive only) episodes. (JMB)

Used a reaction time paradigm to examine the behavior of young children and adults in a picture-identification task where the pictures presented were from both the child's and the adult's point of view (e.g., the underside of a table as well as the eating surface). (JMB)

Responds critically to Beatty and Payne's data allegedly demonstrating that assessments of cognitive complexity are severely confounded by "loquacity." Argues that those researchers employed a flawed measure of loquacity and inappropriate data analytic procedures. Reports on two empirical studies in which alternative measures of…

Four experiments studied 4- to 6-year-old children's understanding of inferential reasoning as a source of knowledge. To assess understanding that knowledge of relevant premises leads to knowledge of the conclusion, children had to judge the knowledge of another person, who was presented to the child as being aware of two premises. (Author/BN)

Studies investigated the development of children's ability to differentiate what they see from what they know in the context of conceptual perspective taking. Two developmental levels accounted for children's performance when they were asked about a naive observer's knowledge of the identity of objects. Perspective awareness training improved…

Provides a theoretical framework for understanding the reality reconstructions, identity transformations, and role readjustments that must be made by involuntarily childless couples who are unable to make the transition to parenthood as they had anticipated. (Author/ABB)

Children, ages three, five, and seven, were asked to evaluate a series of children's drawings for their own likes and dislikes and for the likes and dislikes they imagined for individuals older and younger than themselves. Results suggest that children as young as three can judge drawings for others differently from the way they judge them for…

Ascertained how new faculty members in counseling view their transition from graduate students to faculty members. Reports data related to role transition, including factors assisting transition, mentoring, perceptions of faculty peers, socialization tasks, and issues of trust and independence in relation to the departmental chairperson.…

Outlines how levels of the interpretation of reality and categories of a naive theory of action that constitute these levels are differentiated and coordinated in a specific developmental sequence. Subsumed within this theoretical framework are the distinction between action on physical objects and social interaction and the distinction between…

Argues that a single life event has the capacity to affect not one but several lives. This thesis is related to theories on attachment, roles, and convoys. The concept of life-event webs is introduced to explain complex relations among individuals within networks such as families. (Author/RH)

To assess the role of sibling teaching, 56 preschool-age children, their mothers, and their infant siblings were observed as the preschoolers attempted to teach their younger siblings the operation of a toy camera. (BJD)