This article is the continuation of M. Schommer's (1993) study, in which the development of secondary students' beliefs about the nature of knowledge and learning, or epistemological beliefs, was examined. High school students (N = 69) completed an epistemological questionnaire as freshmen in 1992 and as seniors in 1995. Repeated-measures analyses revealed that their beliefs in fixed ability to learn, simple knowledge, quick learning, and certain knowledge changed as they neared the end of their 4th year in high school. In addition, the less students believed in quick learning, the better grade point average they earned. These results are consistent with a cross-sectional study (M. Schommer, 1993) establishing substantial differences in students' epistemological beliefs across the high school years and thus strengthen the case that there is development of epistemological beliefs related to learning during high school.

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Measures of language sample length (in c-units) and morphological, syntactic, and narrative abilities were obtained from oral narrative transcripts of 22 children who stutter and 22 children who do not stutter; participants attended kindergarten, first, and second grades. A two-way MANOVA yielded significant main effects for grade, with significant differences on some measures evidenced between participants in kindergarten and second grades. No significant differences between groups or group-grade interaction effects on the measures were obtained. Grade-wise comparisons (through t-tests) indicated that the performance of children who stutter did not differ significantly from their typically fluent peers on all dependent measures; however, kindergarten children who stutter obtained the most discrepant (lower) scores than their grade-matched fluent peers on the Narrative Scoring Scheme measure, with group differences approaching statistical significance on this measure. The findings suggest that children who do and do not stutter evidence similar expressive language abilities, even as subgroups of children who stutter may lag behind their grade-matched fluent peers in particular language domains.

We describe an unusual case of PHACE syndrome that provides a demonstration of the role of vascular anomalies in the causation of external ear and facial anomalies. The child in our case was characterized by a small segmental hemangioma of the face, tetralogy of Fallot, and anomalous origin of left common carotid artery from pulmonary artery with retrograde blood flow. This presumably resulted in hypoperfusion of the left side of the face resulting in a Tessier number 7 cleft and left ear anomaly explained by pulmonary vascular steal phenomenon. The absence of posterior fossa anomalies may reflect normal perfusion via the Circle of Willis.