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Typescript. / Thesis (Ph. D.)--University of Hawaii, 1969. / Bibliography: leaves 79-84. / viii, 84 l tables

Typescript. / Thesis (Ph. D.)--University of Hawaii, 1970. / Bibliography: leaves 390-399. / xv, 399 l tables

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.

Postnatal growth of the small intestine can be divided into two separate but complementary mechanisms; mucosal growth and organ (cylindrical) growth. Mucosal growth, observed by increasing villus area and crypt length, is upregulated during weaning, compared to pre or post-weaned time frames. The dynamics of organ growth, mediated by the process of crypt fission, is unknown during this period of postnatal development. Keratinocyte Growth Factor (KGF) and Hepatocyte Growth Factor (HGF) are mesenchymally derived ligands which have been demonstrated to have trophic effects on the epithelium of the gastrointestinal tract in vitro and in vivo during embryonic development, repair/restitution and tumour progression. This study explores the hypothesis that small intestine organ growth occurs independently to that of mucosal growth and the mechanisms of growth are mediated by differential expression of either HGF or KGF within the pericryptal mesenchyme derived cells (fibroblasts). / Thesis (MApSc(BiomedicalScience))--University of South Australia, 2004.

Craniosynostosis is a common developmental disorder characterised by premature, pathological fusion of one or more of the fibrous connections, or sutures, that normally separate the bony plates of the skull during early development. Premature sutural fusion, typically occurring in utero, results in anomalous skull growth, and may have consequences for the developing brain. Most cases of single-suture craniosynostosis (SSC) require surgery, preferentially performed within the first year of life, to release the fused suture and reshape the deformed skull and improve brain growth potential. The exact mechanisms by which brain development is disrupted in SSC are uncertain. Research suggests that children with all forms of SSC are at heightened risk for neuropsychological problems; however, the nature, extent and risk factors (e.g., genetic, environmental, severity of skull deformity) for these disturbances, are yet to be established. The aim of this study was to examine the impact that SSC may have on neurodevelopmental skills during infancy and to use a theory-driven approach to explore the possible contributory factors to developmental progression during infancy. / Participants included 30 infants with SSC (16 metopic, 14 sagittal). Participants were assessed on the Bayley Scales of Infant and Toddler Development – Third Edition (BSID-III) during early infancy when they were between 5 and 15 months of age. Fifty-three percent (n=16) of these infants were also assessed in late infancy when they were between 17 and 33 months of age and at least six months post-surgical intervention. During both early and late infancy, children with craniosynostosis demonstrated significantly poorer gross motor skills compared to the normative sample, but other skills were in line with normal population expectations. Factors including subtype of craniosynostosis, severity of deformity, social risk and age at surgery, were not shown to be significantly associated with developmental level during early or late infancy. The impact of genetic variables on early development was unclear in the current sample. / This study has provided important insights into the functional significance of disruption to typical brain growth in infants with SSC. Findings indicate that SSC is a condition associated with developmental delay during early infancy prior to surgical intervention, with developmental concerns remaining evident post-surgically in late infancy. Findings support recommendations for the close monitoring of the development of these children during early life.