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This is an attempt to broach two views of recess--the perceived value of recess and the movement to eliminate or reduce the school recess period from the primary school day. The data show that students need recess to release energy and interact with each other in the unstructured recess environment in order to grow socially.

How do children develop an understanding of people as psychological entities - as feeling, thinking beings? These questions are at the heart of contemporary research on children's 'theories of mind'. This book begins by analyzing the nature of commonsense psychology. It is suitable for senior undergraduate/honors courses or graduate level courses.

This book provides a description of pre-literate children's developing ideas about writing and numerals, and it illustrates the many ways in which cultural artifacts influence the mind and vice versa.

Traces the development from infancy through adulthood in the capacity to form, retain, and retrieve autobiographical or personal memories. This book is intended for scholars and researchers in the fields of cognitive psychology, memory, infancy, and human development.