No abstract

Children's attention to knowledge-acquisition events was examined in 4 experiments in which children were taught novel facts and subsequently asked how long they had known the new information. In Experiment 1, 4- and 5-year-olds tended to claim they had known novel animal facts for a long time and also reported that other children would know the novel facts. This finding was replicated in Experiment 2, using facts associated with chemistry demonstrations. In Experiments 3 and 4, children were taught new color words. 5-year-olds, but not 4-year-olds, distinguished between novel and familiar color words, reporting they had not known the novel words before the test session, but they had always known the familiar words. 4-year-olds in Experiment 4 were better able to distinguish novel and familiar color words when the teaching of the novel words was an explicit and salient part of the procedure.

Children's attention to knowledge-acquisition events was examined in 4 experiments in which children were taught novel facts and subsequently asked how long they had known the new information. In Experiment 1, 4- and 5-year-olds tended to claim they had known novel animal facts for a long time and also reported that other children would know the novel facts. This finding was replicated in Experiment 2, using facts associated with chemistry demonstrations. In Experiments 3 and 4, children were taught new color words. 5-year-olds, but not 4-year-olds, distinguished between novel and familiar color words, reporting they had not known the novel words before the test session, but they had always known the familiar words. 4-year-olds in Experiment 4 were better able to distinguish novel and familiar color words when the teaching of the novel words was an explicit and salient part of the procedure.

No abstract

The present study examined the psychological impact of dating violence and the relationship between methods of coping with dating violence and psychological adjustment in a nonclinical female student population. Analyses revealed that women who experienced dating violence were at significantly greater risk than a comparison group for experiencing psychological distress. More symptoms of psychological distress were observed even after controlling for differences between the groups in histories of sexual aggression since age 16 and violence experiences in childhood including physical abuse, sexual abuse, and witnessing physical conflict between one’s parents. The dating violence group was also more prone to use disengagement methods of coping to deal with nondating violence stressful life events than was the comparison group. In addition, disengagement methods of coping with the dating violence per se accounted for unique variance in psychological adjustment even after controlling for characteristics of the dating violence and methods of coping with other stressors.