Two-year-old children's participation in family interaction was examined in two longitudinal observational studies of family conflict that focused on three developmental issues: children's understanding of the feelings and intentions of other family members, their understanding of social rules within the family, and the relation of emotional…

Interviews 100 first borns (12-14 years) and their parents, where both were Australian-born and where parents were Italian-born and children Australian-born, to separate family transmission effects from generational similarities in culture. Proposes that studies across generations should distinguish between actual and perceived agreement and…

Examines 24 mother/impaired infant dyads to study the quality of interaction using the Ainsworth-Wittig attachment paradigm. Measures of general development and degree of child impairment significantly differentiated "classifiability" of attachment in the Ainsworth scheme. Infants rated higher on a social responsiveness measure were more likely to…

Reports the results of one study in which parents taught their two- to four-year-olds basic and superordinate concepts, and another, in which they taught them subordinate concepts. Parents' teaching styles were analyzed in terms of their usefulness for children who are attempting to learn about principles of hierarchical classification. (AS)

Uses two self-report questionnaires in reporting that perceptions of Korean youth regarding parental control correlate positively with perceived parental warmth and low neglect. Findings contrast with studies on North American youth. Cultural variables contributing to the differences in the patterns of correlation among the Korean versus American…

Infants' habituation and mothers' encouragement of attention were assessed at 5 months. Toddlers' language comprehension, language production, and pretense play, and mothers' encouragement of attention, were assessed at 13 months. Examined the contributions of infant habituation and maternal stimulation to toddlers' cognitive abilities. (PCB)

Confirms that infants, like older children, are capable of responding categorically to stimuli of different shapes if these are similar in hue. (PCB)

Analyzes what is known about how children's judgments of their intellectual competence and their definition and criteria for evaluating competence change with age and experience in achievement contexts. (PCB)

Children of 7-12 years were interviewed about everyday school-based dilemmas in which a student communicates with a teacher or classmate over conflicting opinions about the quality of the student's academic work. Children's responses were classified according to developmental level and interpersonal orientation. (PCB)

Cultural differences in the amount of time spent on homework and in beliefs and attitudes about homework were investigated through interviews with elementary school students, their mothers, and their teachers in China, Japan, and the United States. (PCB)

Tested the hypothesis that focusing attention on relative performance will promote ego involvement and undermine intrinsic motivation in school-age children but not in preschoolers who do not have a normative conception of ability. (PCB)

This study tested the hypothesis that aggressive children attach more value to rewarding outcomes of aggression and less to negative outcomes than do nonaggressive children. Sex differences in outcome values were also examined. (PCB)

This study examined children's recognition memory for descriptions of maladjusted behaviors displayed by hypothetical peers. Children were also asked about the desirability of these hypothetical peers as friends. (PCB)

This study evaluated the relations of peer status, self-perceptions, and other-perceptions of social competence among 9- and 11-year-old children. Self-esteem, self-perception in different domains, and teachers' assessments were examined along with peer status. (PCB)

The influence of social and cognitive developmental processes on the construction of social reputation was assessed by having first-, third-, and fifth-grade boys and girls provide free descriptions of their classmates. (PCB)