Exploring issues of content and construct validity, this paper reviews how empathy in young children has been defined and measured. Discussion first focuses on empathy viewed as an affective awareness and response to the feelings of another person. The review reports research using the Affective Situation Test, naturalistic studies of affective…

This article responds to Sylvia Richardson (EC 602 667), noting a failure to address the definitional issues associated with dyslexia. A definition of dyslexia is offered that considers the nature of the processing limitation underlying the disorder as well as the developmental changes that occur in the manifestation of the disorder. (Author/DB)

Data from three studies identified the cognitive deficits associated with reading difficulties as distinct from attentional deficits. The studies found consistent cognitive deficits (especially naming and phonological awareness) associated with difficulty in reading. Deficits were consistent across samples, developmental levels, definitions, and…

After a pilot study identified possible responses that children and adolescents give when defining concrete and abstract nouns, a study investigated the development of concrete noun (specific objects) and abstract noun (concepts) definitions given by 10, 14, and 18-year-olds, as well as whether abstract and concrete nouns are defined in a parallel…

Redefines intelligence as a useful, comprehensive, and flexible construct that allows its modifiability as a function of age and culture. Reviews theories on two-factor, multiple-factor, facet, and hierarchical models of trait formation based on research in developmental, cross-cultural, learning, and cognitive psychology. (Author/AOS)