Children 6, 11, and 15 years old were interviewed about their concept of emotion. Replies indicated the child's concept of emotion changed markedly between 6 and 11 but indicated no marked changes thereafter. The changing conception of emotion was manifested in replies regarding the identification, regulation, and effects of emotion. (Author/DB)

Examines studies pertaining to the peer relations of hyperactive children. (CM)

The identification of facial expressions of emotion was studied in normal and psychiatrically disturbed children. Schizophrenic children were significantly less accurate than other children in emotion identification. Anxious-depressed children made more errors than unsocialized-aggressive and normal children. Normal and unsocialized-aggressive…

Comparisons between a group of deaf children and normal-hearing controls on an extensive test battery revealed that the former group was clearly inferior both in general dynamic coordination and in visual-motor coordination. (MP)

Comparison of hyperactive and normal children indicated that hyperactive children did not show deficits in the ability to sustain attention, although signal detection analysis showed some lowered capacity in both focused and selective attention to targets. Subsamples of learning-disabled and neurologically impaired hyperactive children showed…

In order to provide descriptive information on the nature and extent of children's difficulties on starting school, 260 London children in their first term at infant school were rated by their teachers on a scale covering a wide range of behavior. (CM)

Capacity of echoic memory was found to be the same for a group of relatively able autistic children and for normal age-matched controls. (JB)

A double blind, placebo controlled, crossover study using methylphenidate as a standard and two doses of imipramine was carried out in 30 hyperactive children (mean age 8.5 years). Particular emphasis was placed upon imipramine's action on cognitive function, physiological function, and self-esteem, and upon dosage effects. (MP)

Discusses handicaps associated with autism and goals, strategies, and principles of treatment, emphasizing promotion of normal development, reduction of rigidity/stereotypy, elimination of non-specific maladaptive behaviors, alleviation of family distress, and the overall treatment program and its evaluation. Lessons to be learned from research…

Studies concerned with suicidal behavior in children and adolescents are reviewed in terms of demographic and background characteristics, antecedents, methods and motivation, management, prognosis, and prevention. (MP)

Two studies of the communication skills of orally educated, deaf elementary school children are reported. Severely and profoundly deaf children performed as well as hearing children on limited referential communication. Differences in performance were found among deaf children from three schools with different linguistic philosophies. (Author/DB)

Down's syndrome, normal, and mentally retarded children performed continuous tracking and drawing tasks. Normal children performed the main tracking task better and were better on all temporal components than were the other groups. No differences separated groups on spatial aspects. Down's syndrome children performed more poorly than retarded…

Measures of ethnic identification, ethnic preference, and sociometric choice were administered to a total sample of 512 White, West Indian, and Asian children (7-to-12-years-old) to investigate the phenomenon of self-rejection among minority group children. (Author/DB)

Discusses the problem of glue sniffing, the term by which solvent abuse is most widely known, by children and teenagers. (CM)

Studied a rare condition, elective mutism in children. Results indicated (1) immature development, especially in speech; (2) high rates of behavior problems; (3) excessive shyness; (4) significantly greater incidence of lower range performance IQ; (5) family psychiatric problems; and (6) intractibility. (Author/DB)