Michael Schleifer

Hyperactivity in preschoolers and the effect of methylphenidate.

Observations of nursery behavior and tests of cognitive style and motor impulsivity were carried out with 28 hyperactive preschool children of normal intelligence and 26 matched control children. The hyperactive group was also observed and tested on methylphenidate and placebo. Methylphenidate was found to reduce hyperactivity at home, but it did not improve nursery behavior or psychological functioning. Unwanted side effects made the drug less useful at this age than in older hyperactive children.

A two-year follow-up of hyperactive preschoolers.

Twenty hyperactive children and 21 controls, studied in a research nursery at age four, were followed up at six-and-a-half. Hyperactives were still reported to have more behavior problems. Those rated extremely active in the nursery requested more feedback and made more comments in interactions with their mothers, and also made more immature moral judgments; children rated only moderately active did not differ from controls on these measures.

Development of Elementary Deductive Reasoning in Young Children.

This study examined the claim (Hawkins, Pea, Glick, & Scribner, 1984) that young children can reason deductively with content for which «practical knowledge is irrelevant». Ss 6, 8, and 11 years of age were given a set of standard logical syllogisms and a matching set of illogical ones

Continuities in maternal reports and child behaviors over time in hyperactive and comparison groups

Maternal reports, observations of nursery and elementary school behavior, and teacher ratings of problems were available for hyperactive and control children who had participated in a longitudinal study. This paper examines consistencies in maternal reports and child behaviors over time, and their relationship to teacher ratings in elementary school. Maternal reports of infant sleep difficulties were related to maternal ratings of hyperactivity at 41/2 and 61/2 years. Maternal ratings of activity at 41/2 were predictive of 61/2-year ratings of hyperactivity and conduct problems. In addition, behavior in a research nursery at 41/2 predicted teacher ratings of problems and classroom behavior in grade two. Hyperactive preschoolers who left the table most during structured activities were more often out-of-seat and off-task in school. Controls who were more aggressive in the nursery were more disruptive in the classroom. These data indicate continuities in both maternal reports and child behaviors.

Children's Understanding of Death: From Biological to Religious Conceptions

1. Death, ancestors and the living dead: learning without teaching in Madagascar Rita Astuti 2. Death in Spain, Madagascar, and beyond Paul L. Harris 3. Ambivalent teaching and painful learning: mastering the facts of life Benjamin Beit-Hallahmi 4. Death in the lives of children Margaret M. Mahon 5. Talking to children about death in educational settings Victoria Talwar 6. Responsible believing Miriam McCormick 7. Thoughts and feelings: children and William James have it right! Michael Schleiferi 8. How the law constructs its understanding of death Ray Madoff.

Children's Understanding of Death: Frontmatter

1. Death, ancestors and the living dead: learning without teaching in Madagascar Rita Astuti 2. Death in Spain, Madagascar, and beyond Paul L. Harris 3. Ambivalent teaching and painful learning: mastering the facts of life Benjamin Beit-Hallahmi 4. Death in the lives of children Margaret M. Mahon 5. Talking to children about death in educational settings Victoria Talwar 6. Responsible believing Miriam McCormick 7. Thoughts and feelings: children and William James have it right! Michael Schleiferi 8. How the law constructs its understanding of death Ray Madoff.

Children's Understanding of Death: Contents

1. Death, ancestors and the living dead: learning without teaching in Madagascar Rita Astuti 2. Death in Spain, Madagascar, and beyond Paul L. Harris 3. Ambivalent teaching and painful learning: mastering the facts of life Benjamin Beit-Hallahmi 4. Death in the lives of children Margaret M. Mahon 5. Talking to children about death in educational settings Victoria Talwar 6. Responsible believing Miriam McCormick 7. Thoughts and feelings: children and William James have it right! Michael Schleiferi 8. How the law constructs its understanding of death Ray Madoff.

Children's Understanding of Death: List of Figures and Table

1. Death, ancestors and the living dead: learning without teaching in Madagascar Rita Astuti 2. Death in Spain, Madagascar, and beyond Paul L. Harris 3. Ambivalent teaching and painful learning: mastering the facts of life Benjamin Beit-Hallahmi 4. Death in the lives of children Margaret M. Mahon 5. Talking to children about death in educational settings Victoria Talwar 6. Responsible believing Miriam McCormick 7. Thoughts and feelings: children and William James have it right! Michael Schleiferi 8. How the law constructs its understanding of death Ray Madoff.

Children's Understanding of Death: Index

1. Death, ancestors and the living dead: learning without teaching in Madagascar Rita Astuti 2. Death in Spain, Madagascar, and beyond Paul L. Harris 3. Ambivalent teaching and painful learning: mastering the facts of life Benjamin Beit-Hallahmi 4. Death in the lives of children Margaret M. Mahon 5. Talking to children about death in educational settings Victoria Talwar 6. Responsible believing Miriam McCormick 7. Thoughts and feelings: children and William James have it right! Michael Schleiferi 8. How the law constructs its understanding of death Ray Madoff.