Reviews three articles in this journal on pretend play. Emphasizes that, although the articles are provocative, a wider range of processes must be considered for a comprehensive theory of pretense. Argues that a complete theory of mind must successfully explain how pretense develops and becomes a socially shared activity. (MM)

Describes a comparative longitudinal study of the development of medically fragile infants who entered intervention programs at 3 and 18 months. Reports similar outcomes on functioning measures for the first two annual assessments but higher scores in the third year for infants who received intervention earlier. (BCY)

The effect on families and the changes that occur in relation to a child with intellectual disability are considered through the lifespan. As the rest of the family grows older, the child with a disability goes through school years and remains having special needs and specific vulnerability through adult life. (Author/JDD)

Comments on Bradley's interpretation (PS 522 367) of Darwin's baby observations in this issue. Argues that Bradley reduced Darwin to a mere rhetorician, exaggerated Erasmus Darwin's influence, and diminished the importance of intertextual links in Darwin's own previous writings. Disagrees that Darwin's primary motive was rhetorical and suggests…

Comments sympathetically on Bradley's interpretation (PS 522 367) of Darwin's baby observations in this issue. Draws from Bradley to provide a sketch of the politics of child development as a human enterprise, and questions the view of developmental psychology as a positivistic, value-free field. (TM)

Responds to commentaries by Keegan and Gruber on Bradley's article in this issue, refuting charges of oversimplification of Darwin's ideas. States that the Darwin example undermines the notion that developmental psychology is insulated from cultural preoccupations, arguing that Darwin is important for introducing a new psychological poetic.…

Comments on Lewis's ideas about reconciling stage and specificity in neo-Piagetian theory in this issue. Focuses on whether general stages, domain specificity, and individual diversity are compatible from a nonlinear, dynamic perspective. Suggests that, by using catastrophe theory, intra- and interindividual diversity and domain specificity can be…

A study of the differentiation of styles in identity formation with high school students found a group that displays an evolutive style of identity formation. Characteristics of this style are examined, focusing on the significance of the evolutive style. (SLD)

The article examines reasons to send young children to preschool or keep them home, discussing populations that are unable to send their children at all. It notes characteristics of a good preschool, lists things to look for, and suggests selection criteria. (SM)

Examines the effect of birth order on child development, noting that spacing of children, gender, family size, and family configuration all play a role in determining what effect birth order will have. The article looks at various traits of firstborn, middle, lastborn, and only children. (SM)

How young children portray themselves in relation to others was examined in naturally occurring stories of personal experience told jointly with family members. The study of 2.5- to 5-year-old culturally diverse children supported developmental theorists' claims about the relational nature of self-development when connected discourse is taken as…

Parents rated the fears of their autistic children (n=14), and results were compared with ratings for nonhandicapped same-sex, same-age (2.5-17 years) peers. More autistic children than nonhandicapped children were rated as having specific common fears. Fears of autistic children were often different suggesting qualitative variations or…

A research study of identical twins, by Thomas J. Bouchard Jr., discloses that genetics exert a stronger influence over personality than we thought. Parents and teachers are advised to be active and alert observers of children's interests and talents to provide appropriate tools and resources to develop these propensities. (MLF)

Reviews some of the major cognitive, social, and emotional achievements of young children and discusses some of their limitations. Divides description of development into intellectual, language, social, and emotional development. Notes that this division represents adult categories of thought and does not represent young children's actual modes of…

This study examined behaviors reflecting mastery motivation in 17 young (ages 2 and 3) children with moderate and severe cognitive delays. Results supported the application of the mastery motivation model to this group of children who used mastery behaviors significantly more often than lower level exploratory behaviors. Use of mastery behaviors…