Thesis (B.Sc)--University of Hong Kong, 2006. / Includes bibliographical references (p. 126-133)

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-116). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.)--Central Connecticut State University, 2001. / Thesis advisor: Patti Lynn O'Brien. " ... in partial fulfillment of the requirements for the degree of Master of Arts in Reading." Includes bibliographical references (leaves 43-46).

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Perceptual and response processes must usually be considered as sequences of integrated events, involving both spatial organization, or the integration of simultaneously occurring parts of a pattern, and temporal organization, which requires sorne holding mechanism or immediate memory. Though the infant's behavior is organized, the sequences are short, and ability to perceive, remember, and respond to relations between external events develops gradually. The developmental changes in organization are both quantitative and qualitative, and depend on general as well as specific experience. [...]

Over the past 25 years, there has been tremendous interest in the development of children’s ability to reason about others’ mental states, or “theory of mind”. Much research has explored children's understanding of situational cues that lead to knowledge, but only recently has research begun to assess children's understanding of person-specific differences in knowledge. A number of studies (Birch, Vauthier & Bloom, 2008; Jaswal & Neely, 2006; Koenig, Clément & Harris, 2004) have recently demonstrated that at least by age 3 children pay attention to others' history of accuracy and use it as a cue when deciding from whom to learn. However, the nature and scope of children's interpretations of other's prior accuracy remains unclear. Experiment 1 assessed whether 4- and 5-year-olds interpret prior accuracy as indicative of knowledge, as opposed to two other accounts that do not involve epistemic attributions. This experiment revealed that preschool children can revise their tendency to prefer to learn from a previously accurate informant over an inaccurate one when presented with evidence regarding each informant's current knowledge state. Experiment 2 investigated how broadly a person's history of accuracy influences children's subsequent inferences, and showed that 5-year-olds (but not 4-year-olds) use information about an individual's past accuracy to predict her knowledge in other related domains as well as her propensity for prosocial or antisocial behaviour. Overall, children's performance in these experiments suggests that both 4- and 5-year-olds interpret others' history of accuracy as indicative of knowledge; however, 4-year-olds make a more restricted attribution of knowledge while 5-year-olds make a more stable, trait-like attribution. These findings are discussed in terms of their implications for research on theory of mind and more broadly on children's social and cognitive development.

Hyperactivity is a common presenting symptom among children seen in psychiatric clinics, and refers to an excessive level of activity which is sufficiently sustained to become a serious source of complaint. Until recently interest in the hyperactive child was confined to the psychiatric literature. As a result, most of the information currently available deals with questions of diagnosis and treatment. The psychological functioning of the hyperactive child has received little attention, although some information on it has been presented in the form of incidental findings. In order to meet this need for objective, controlled data, a research project, in which the writer participated, was designed to study the behaviour of hyperactive children in a variety of test situations. The specific concern of the experiment reported in the present thesis was the behaviour of hyperactive children in a controlled learning situation, using a concept formation task.