Describes two measures of gender salience, one assessing the use of the gender dimension in classifying new information and the other assessing its use in making affiliation choices. The developmental course of gender salience from age three to age seven and the relation between salience and sex-role development were examined. (HOD)

Analyzes the structure of young children's social comparison exchanges in two preschool settings, focusing on the precursory and sequent phases of social comparison exchanges manifested by young children during play in preschool. (HOD)

Reviews the conceptual and developmental issues associated with learning time concepts. Demonstrates how important time concepts are to all subject areas and provides an analysis of the use of time concepts in two widely-used standardized tests. Offers six guidelines for teaching time concepts to children and illustrates these guidelines with…

Provides a developmental interpretation of some of the differences in peoples' responses to art. The interpretation is based on a theory that focuses on how people understand paintings. Identifies a five-stage theory of aesthetic development and illustrates the typical stage responses of people viewing the Ivan Albright painting "Ida." (JDH)

Presents descriptions of play reflecting recent theories, including the psychoanalytic works of Freud, Erikson, and Peller; Piaget's developmental theory (with discussion of Sutton-Smith); and the views of Smilansky and Parten. (AS)

This study introduces a measure of introspectiveness for adolescents aged 12-18 and investigates its association with several aspects of adolescent development. Results from three studies suggest that adolescent introspectiveness may originate in past family interaction, may affect current health and activity patterns, and may shape future…

Investigates young children's ability to adjust the content of their verbal responses according to what they know their listener knows. Younger and older three-year-old children were able to discern what another person knew and did not know and adjusted their responses accordingly. Younger three-year-olds tended to be underinformative. (SED)

Observed a group of 46 children classified at 20 months as either behaviorally inhibited or uninhibited, and 18 children who were classified aa falling at neither extreme at 5.5 years of age, in contexts designed to evaluate behavior in social situations and heart rate, heart variability, and pupillary dilation to cognitive tasks. (HOD)

Through examples of both a child's imagination and pretend play activities, demonstrates how a child's imagination is the thinking function that sets the stage for play, while actual play consists of a child's understanding and representation of reality. (HOD)

Examines the development of intuitive theories of motion among college students and children between the ages of 4 and 12. School-aged children made more erroneous predictions on the path a ball takes upon exiting a curved tube than preschoolers, kindergarteners, and college students. Results related to the "growth error." (Author/BB)

Focusing on the brain's natural functions, this article discusses specific teacher characteristics, teaching methods, and peripheral stimuli helping to activate appropriate learning behavior. Also identifies particular events and teacher behaviors that block learning and frustrate the brain's efforts to harmonize conflicts and admit new…

Mathematically gifted boys (N=77) and girls (N=62) completed a mathematics reasoning test, a verbal reasoning test, a measure of spatial ability, and a personality test. Findings indicated that boys not only have higher mathematical reasoning ability than girls, but also that this ability is the single best predictor of their mathematical…

Reports on two studies during which 6-, 8-, and 10-year-old children were interviewed about three different types of regularities or rules: social conventions, physical laws, and logical necessities. Shows that older children made more distinctions between social and nonsocial items than did younger children. (HOD)

Describes four experiments conducted among adults and 3- to 7-year-olds to validate a task analysis that indicates that the equality, group enhancement, and superiority social decisions require a greater information processing load than the altruism, rivalry, and individualism social decisions. (HOD)

Describes two experiments that examined the effects of quantity and depth of processing on elementary school children's time perception. (HOD)