Growing pains has been reported in the medical literature since 1823 with frequent, subsequent and ongoing inclusion ever since. Suffering from ill definition, unknown aetiology and being the subject of many poorly conducted studies, growing pains has endured the gamut of being associated with endocarditis to being dismissed as nebulous and even mythical. Management of this condition, which has been reported to occupy 1-2 % of visits to health professionals, is ad hoc and limited and best evidence not usually implemented. / Thesis (PhD)--University of South Australia, 2005

This thesis examines Theory of Mind (ToM) in relation to the areas of language and cognitive development. The thesis explores both popular and alternate theories of ToM and how they account for the important relationships between language and theory of mind. It examines the theories in the context of published ToM findings as well as the findings from three studies conducted by the author. The first study took the form of a pilot study which re-analysed data, collected for the author's honours project, from a small group of children with (n = 10) and without autism (n = 10). In each diagnostic group (autism and no autism) children were divided into two groups, those passing a ToM task and those failing a ToM task. The aim of the study was to investigate whether the underlying language and cognitive skills required to succeed on ToM tasks are the same for children with and without autism. The key finding of the study was that for both the children with and without autism, those who passed the ToM task performed better on all the developmental measures, although only the difference in language ability was statistically significant. The second study expanded on the pilot study, examining the relationship in typically developing 4 and 6-year-old children, between ToM, language, cognitive development, and subtractive reasoning. The study's aim was to examine the developmental structure underlying ToM using factor analysis. The results indicated that for 4-year-old children the most important skill for ToM success was language, but that for 6-year-old children ToM success was more strongly related to subtractive reasoning ability. The findings of the study also raised the question of whether presentation method for ToM tasks impacted on task difficulty. A final study therefore examined the effect of presentation mode 2-dimensional versus 3-dimensional, on the success of typically developing 4-year-old children on the ToM task battery. The findings indicated that tasks presented in cartoon format were more difficult than tasks presented with dolls and props. Reliability and validity of common ToM tasks and new ToM test batteries are discussed. Alternative conceptions of ToM in relation to social interaction are considered. / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2010

Growing pains has been reported in the medical literature since 1823 with frequent, subsequent and ongoing inclusion ever since. Suffering from ill definition, unknown aetiology and being the subject of many poorly conducted studies, growing pains has endured the gamut of being associated with endocarditis to being dismissed as nebulous and even mythical. Management of this condition, which has been reported to occupy 1-2 % of visits to health professionals, is ad hoc and limited and best evidence not usually implemented. / Thesis (PhD)--University of South Australia, 2005

Circus is increasingly being used as a developmental and remedial activity for children. However, it is in the paradoxical nature of circus that it operates in a way both mysterious and easily accessible. This thesis proposes that circus as education is more effective when both teacher and student have a better understanding of circus as an art form. To explain this I first introduce six 'elements' of childhood, whose absence often seems to result in an incomplete personal maturity. Ith en conduct a wide exploration of both the real and the imagined circus, showing how these elements occur or are evoked there, and I establish a correspondence or 'homology' between the two entities - childhood and circus. The discoveries shed light on the aesthetic code of circus itself, leading to the conclusion that circus works as an artform because its essentialcomposition recalls profound experiences of childhood. I argue that contemporary Western childhood presents unexpected hazards, mostly involving passivity and over-protection. I n other parts of the world, and in some Western populations, childhood has other problems, linked to deprivation, exploitation and physical danger. I n either case, a child involved in circus activities has a chance to make good some deficits, by experiencing constructive physical risk, aspiration, trust, fun, self-individuation and hard work. My hope is that this dissertation will contribute some strength to the case for well-designed programmes of circus activities for young people,in both formal and informal settings.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Feb. 19, 2008). PDF text: 153 p. : ill. (some col.) ; 2 Mb. UMI publication number: AAT 3271917. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 170-183).

Thesis (Ph.D.)--Tufts University, 2005. / Submitted to the Dept. of Child Development. Adviser: Richard M. Lerner. Includes bibliographical references (leaves 118-132). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Thesis (Ph.D.)--University of Tasmania, 2003. / Library has additional copy on CD-ROM. Includes bibliographical references.

Thesis (M.Psych./Ph.D.)--University of Western Australia, 2006. / Thesis completed with the financial assistance of a Hackett Scholarship.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.