Children 5 to 15 years old answered questions on causal attributions of their own and their mothers' emotions, and methods for inferring and changing maternal emotion. Parents were asked reciprocal questions. (PCB)

In this study, in which triads of children were filmed while they played with a toy, the relation between (1) preschoolers' emotional status and (2) their performance and receipt of prosocial behaviors was examined. (PCB)

Developmental changes in the conceptualization of empathy were studied by testing and interviewing kindergartners, first graders, and fourth graders in Sweden. (PCB)

Results of two experiments on kindergarten children in Japan indicate that young children can, and often do, apply personification as an analogy to animate objects to generate a reasonable prediction. It was also found that children try to constrain the personification by using additional knowledge. (PCB)

Results from these two studies show that fast mapping--gaining information about a word from how it is used in a sentence, what words it is contrasted with, and other factors--can be used successfully by children two to four years old to form quick and rough hypotheses about the meaning of a word. (PCB)

Videotaped conversations of Spanish-speaking children aged two or four years, first with their mothers and then with each other, were compared. Results support Vygotsky's hypothesis that children's skills in following regulations by others and in regulating others emerge in the social context of conversations. (PCB)

Investigated the role of memory development, especially the developmental change in reported general and specific memories, in children's and adults' concepts of themselves. The proportion of general responses was found to be high and stable across all ages; the proportion of specific responses increased with age. (PCB)

Examined variations in amounts of time preschool children spent interacting with peers and adults. Findings suggest that relationships with caregivers and peers represent partially incompatible behaviors. Follow-up study correlated free-play activity choices with later academic achievement. (PCB)

Elementary school children were observed and interviewed to examine sex and age differences in evaluations of, and attributions to, school performance of self and others. (PCB)

Explores age and classroom differences in children's awareness of teacher expectations and in the relation between awareness and self-expectations. (PCB)

Examined the ability of children of different ages to encode and retrieve from memory descriptions of aggressive and withdrawn behavior displayed by hypothetical peers. Descriptions of two hypothetical peers were read aloud to the children studied. (PCB)

Children in the second, fifth, and eighth grades rated the importance and extent of companionship and intimate disclosure experiences in social life in general and in each of eight types of relationships. (PCB)

Relations among hormone levels, emotional dispositions, and aggressive attributes were examined in 56 boys and 52 girls, aged 9 to 14 years. (PCB)

The developmental significance of unresponsive or uncooperative behavior of children in standardized developmental assessments made during the preschool years was investigated. Untestable children were significantly lower than testable children on a wide range of abilities at all ages from 12 through 72 months. (PCB)

This introduction to a special section on psychobiological studies of stress and coping discusses the problems of interpreting and integrating information on stress reactivity derived from a combination of behavioral and physiological measures. (PCB)