The author argues that the gap between theory of mind and moral reasoning research may be more apparent than real. The wider gap is between sociomoral cognitions and real-world behavior. She calls for research on the relation of children's mental state and moral understanding to their sociomoral behavior.

The author suggests that theory of mind can help the moral developmental field uncover children's concepts of persons and psychological systems. Conversely, moral developmental theory can help theory of mind move toward nonreductionistic theorizing and research.

A comparison involving individuals in urban areas of India and the United States reveals both individual and relational concepts of self in each sample. However, cultural differences arose in specific ways in which individual and relational concepts are constructed. (Contains 7 tables and 2 figures.)

We present our recent research on children's learning goals and personal agency in the domain of learning in order to show the complexity of selves in Chinese culture. Our research poses challenges to the widely claimed collectivist self-concept in Chinese children and calls for reexamination of selves in specific domains across cultures.…

This chapter introduces ways to conceptualize and measure the multiplicity of ethnic identifications among elementary-school-aged children of color and children from immigrant families. (Contains 2 tables.)

The complexities of autonomy and connectedness in the self-conceptions of late adolescent European Americans provide empirical support for the theoretical position that autonomy and connectedness are multifaceted and interrelated self-characteristics that reflect cultural values about individuals in relation to others.

Selves and cultures are not independent entities. Focusing on the processes by which individuals and cultures participate in each other's functioning, we can begin to understand how personal and communal dimensions of selfhood must be represented in some form in all the world's cultures. (Contains 1 figure.)

Although the constructs of individualism and collectivism appear to bring explanatory power to analyses of culture and psychology, they fail to adequately account for the complexities of social interactions and the multiplicity of people's social judgments. The research considered in the chapters in this volume offers evidence for the need to go…

The recent wave of innovation and adaptation to information technologies, giving rise to a new form of human technogenesis, is changing our everyday interactions in an unprecedented and paradigmatic manner, potentially reconstructing the nature and process of human development. (Contains 4 tables, 1 figure, and 3 notes.)

An understanding of the structure and functions of expressive communication in face-to-face communication and audiovisual media can inform the development of new educational services for human development across cultures in the emerging broadband environment.

How do children and adults learn to use computers? What developmental processes are involved in learning to use computers? This chapter reviews current understanding of these issues and presents empirical studies demonstrating how to advance that understanding. (Contains 2 figures.)

Connecting the debates in social theory with examples from recent advertising that draw on meanings and images of children, this chapter shows how some recent representations of childhood that engage explicitly with new information technologies are forms of economically invested socialization, precisely through their subscription to changing…

Parents' math and science-promotive behaviors predict children's activities and interest in these courses. (Contains 1 table and 2 figures.)

The peer context plays an important role in adolescents' views of math and social domains. (Contains 1 table and 2 figures.)

Teachers and peers have a unique impact on Latino students' math and science perceptions and performance. (Contains 4 figures and 3 notes.)