Our findings support a social cognitive model of physical activity's relationship with QOL. Subsequent tests of hypothesized relationships across time are recommended.

Although often conceptualized in contradictory terms, the common assumption that natural and supernatural explanations are incompatible is psychologically inaccurate. Instead, there is considerable evidence that the same individuals use both natural and supernatural explanations to interpret the very same events and that there are multiple ways in which both kinds of explanations coexist in individual minds. Converging developmental research from diverse cultural contexts in 3 areas of biological thought (i.e., the origin of species, illness, and death) is reviewed to support this claim. Contrary to traditional accounts of cognitive development, new evidence indicates that supernatural explanations often increase rather than decrease with age and supports the proposal that reasoning about supernatural phenomena is an integral and enduring aspect of human cognition.

We report a perception-action dissociation in the behavior of normally developing young children. In adults and older children, the perception of an object and the organization of actions on it are seamlessly integrated. However, as documented here, 18- to 30-month-old children sometimes fail to use information about object size and make serious attempts to perform impossible actions on miniature objects. They try, for example, to sit in a dollhouse chair or to get into a small toy car. We interpret scale errors as reflecting problems with inhibitory control and with the integration of visual information for perception and action.

Recent research shows that preschool children are skilled classifiers, using categories both to organize information efficiently and to extend knowledge beyond what is already known. Moreover, by 2 1/2 years of age, children are sensitive to nonobvious properties of categories and assume that category members share underlying similarities. Why do children expect categories to have this rich structure, and how do children appropriately limit this expectation to certain domains (i.e., animals vs. artifacts)? The present studies explore the role of maternal input, providing one of the first detailed looks at how mothers convey information about category structure during naturalistic interactions. Forty-six mothers and their 20- or 35-month-old children read picture books together. Sessions were videotaped, and the resulting transcripts were coded for explicit and implicit discussion of animal and artifact categories. Sequences of gestures toward pictures were also examined in order to reveal the focus of attention and implicit links. drawn between items. Results indicate that mothers provided a rich array of information beyond simple labeling routines. Taxonomic categories were stressed in subtle and indirect ways, in both speech and gesture, especially for animals. Statements and gestures that linked two pictures were more frequent for taxonomically related animal pictures than for other picture pairs. Mothers also generalized category information using generic noun phrases, again more for animals than for artifacts. However, mothers provided little explicit discussion of nonobvious similarities, underlying properties, or inductive potential among category members. These data suggest possible mechanisms by which a notion of kind is conveyed in the absence of detailed information about category essences.

Abstract

No abstract

No abstract

The LL-FDI appears to be an effective instrument for assessing function and disability in older women, and the abbreviated version reported here may prove useful in certain circumstances due to its brevity. However, continued determination of the construct validity of the complete and abbreviated scales is recommended.