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Title: How differences in relatesness affects children’s altruistic behavior across age.
Creator: Machluf, Karin, Bjorklund, David F., Graduate College
Abstract/Description: The ability to exhibit altruistic behaviors is considered as one feature that distinguishes humans from other species Haviland et al. 2004. A recent surge of studies regarding children’s altruistic behavior has emerged. Benenson et al. 2007 used a Dictator Game to test 4-, 6-, and 9- year old’s altruistic behavior towards a classmate and found that even the youngest children behaved altruistically some of the time. Moore 2009 tested differences in children’s altruistic behavior using group...
Show moreThe ability to exhibit altruistic behaviors is considered as one feature that distinguishes humans from other species Haviland et al. 2004. A recent surge of studies regarding children’s altruistic behavior has emerged. Benenson et al. 2007 used a Dictator Game to test 4-, 6-, and 9- year old’s altruistic behavior towards a classmate and found that even the youngest children behaved altruistically some of the time. Moore 2009 tested differences in children’s altruistic behavior using group membership and found that giving depended on group membership. These findings may have been skewed by the presence of the researcher Fehr, Bernhard, & Rockenbach, 2008. This study seeks to replicate the findings of Moore 2009 while using a modified Dictator’s Game and an anonymous design in order to measure 3, 4, 5, and 6-year-old children’s altruistic giving without the influence of a researcher. We found that a significant percentage of children did not donate any stickers to any recipient, suggesting that young children are not as altruistic as they are portrayed. We also found that, amongst those that did donate, in-group received more than out-group members, but not as much as a genetic relative.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00005836
Format: Document (PDF)

Title: An Introduction to Evolutionary Developmental Psychology.
Creator: Machluf, Karin, Liddle, James R., Bjorklund, David F.
Date Issued: 2014-04
PURL: http://purl.flvc.org/fau/fd/FAUIR000122
Format: Citation

Title: A Metatheory for Cognitive Development (or “Piaget is Dead” Revisited).
Creator: Bjorklund, David F.
Date Issued: 2018-01-16
PURL: http://purl.flvc.org/fau/flvc_fau_islandoraimporter_10.1111_cdev.13019_1634307082
Format: Citation

Title: Incorporating Development Into Evolutionary Psychology: Evolved Probabilistic Cognitive Mechanisms.
Creator: Bjorklund, David F.
Date Issued: 2016-12-01
PURL: http://purl.flvc.org/fau/flvc_fau_islandoraimporter_10.1177_1474704916670166_1634303903
Format: Citation

Title: Evolutionary developmental psychology.
Creator: Ashley C. King, David F. Bjorklund
Abstract/Description: The field of evolutionary developmental psychology can potentially broaden the horizons of mainstream evolutionary psychology by combining the principles of Darwinian evolution by natural selection with the study of human development, focusing on the epigenetic effects that occur between humans and their environment in a way that attempts to explain how evolved psychological mechanisms become expressed in the phenotypes of adults. An evolutionary developmental perspective includes an...
Show moreThe field of evolutionary developmental psychology can potentially broaden the horizons of mainstream evolutionary psychology by combining the principles of Darwinian evolution by natural selection with the study of human development, focusing on the epigenetic effects that occur between humans and their environment in a way that attempts to explain how evolved psychological mechanisms become expressed in the phenotypes of adults. An evolutionary developmental perspective includes an appreciation of comparative research and we, among others, argue that contrasting the cognition of humans with that of nonhuman primates can provide a framework with which to understand how human cognitive abilities and intelligence evolved. Furthermore, we argue that several «immature» aspects of childhood (e.g., play and immature cognition) serve both as deferred adaptations as well as imparting immediate benefits. Intense selection pressure was surely exerted on childhood over human evolutionary history and, as a result, neglecting to consider the early developmental period of children when studying their later adulthood produces an incomplete picture of the evolved adaptations expressed through human behavior and cognition.
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Date Issued: 2010
PURL: http://purl.flvc.org/fau/fd/FAUIR000474
Format: Document (PDF)

Title: The attentional basis of deontic and moral reasoning in social situations.
Creator: Sellers, Patrick D. II, Causey, Kayla B., Bjorklund, David F., Graduate College
Date Issued: 2011-04-08
PURL: http://purl.flvc.org/fcla/dt/3164796, http://purl.flvc.org/fau/fd/FADT3164796
Subject Headings: Social contract, Deontic logic, Judgment (Ethics)
Format: Document (PDF)

Title: Cognitive Cues are More Compelling than Facial Cues in Determining Adults' Reactions towards Young Children.
Creator: Blasi, Carlos Hernández, Bjorklund, David F., Soler, Marcos Ruiz
Date Issued: 2015-04-13
PURL: http://purl.flvc.org/fau/fd/FAUIR000123
Format: Citation

Title: Relationship experience as a predictor of romantic jealousy.
Creator: Murphy, Samantha M., Vallacher, Robin R., Shackelford, Todd K., Bjorklund, David F., Yunger, Jennifer L.
Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/2796383
Subject Headings: Evolutionary psychology., Sexual Behavior --psychology., Jealousy --Social aspects., Man-woman relationships --Psychological aspects.
Format: Document (PDF)

Title: Child eyewitness testimony: The search for truth and justice in the American way.
Creator: Cassel, William Steven, Florida Atlantic University, Bjorklund, David F.
Abstract/Description: Subjects in kindergarten, grade 2, and college were shown a videotape of a bicycle theft followed by a one month longitudinal study simulating the witness's experience during the pretrial phase of a criminal prosecutorial workup. Subjects were asked for free recall as well as for responses to nonleading and correct or incorrectly leading questions. Accuracy of free recall was high for all ages. Younger children were more susceptible to suggestive leading questions and adults were found to...
Show moreSubjects in kindergarten, grade 2, and college were shown a videotape of a bicycle theft followed by a one month longitudinal study simulating the witness's experience during the pretrial phase of a criminal prosecutorial workup. Subjects were asked for free recall as well as for responses to nonleading and correct or incorrectly leading questions. Accuracy of free recall was high for all ages. Younger children were more susceptible to suggestive leading questions and adults were found to reject many of the "correctly" leading questions. Differences were found between answers to central and peripheral items and subjects were found to change their answers within the same interview in relation to age of the witness and centrality of the question.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/14734
Subject Headings: Child witnesses, Memory in children, Eyewitness identification
Format: Document (PDF)

Title: Children's understanding of sleep and death: Implications of intentional persistence for theory of mind and the theory theory/simulation debate.
Creator: Cormier, Christopher A., Florida Atlantic University, Bjorklund, David F.
Abstract/Description: Bering and Bjorklund (2004) reported that (1) the knowledge that conscious mental states cease with the onset of death (discontinuity reasoning, "DR") emerges developmentally; and (2) DR for some states (emotions, desire, epistemic) is more difficult than others (psychobiological, perceptual). In the current study, preschool/kindergarteners, 2nd/3 rd graders, 5th/6th graders and adults viewed a puppet story in which an anthropomorphized juvenile mouse character was explicitly enriched with a...
Show moreBering and Bjorklund (2004) reported that (1) the knowledge that conscious mental states cease with the onset of death (discontinuity reasoning, "DR") emerges developmentally; and (2) DR for some states (emotions, desire, epistemic) is more difficult than others (psychobiological, perceptual). In the current study, preschool/kindergarteners, 2nd/3 rd graders, 5th/6th graders and adults viewed a puppet story in which an anthropomorphized juvenile mouse character was explicitly enriched with a variety of mental states prior to falling asleep; the results were highly similar to those of Bering and Bjorklund. Statistical comparison of these data with those of Bering and Bjorklund demonstrates that DR for emotions, desires and epistemic contents is equally difficult for both death and sleep, and suggests the influence of both simulation and implicit theoretical factors. An evolved adaptation designed to maintain vigilance in the presence of immobile agents, but that also likely underlies intuitive dualism (intentional persistence) is proposed.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13279
Subject Headings: Developmental psychology, Philosophy of mind in children, Cognition in children, Thought and thinking
Format: Document (PDF)

Title: Developmental and contextual effects on children's addition strategies.
Creator: Rosenblum, Kristina E., Florida Atlantic University, Bjorklund, David F.
Abstract/Description: Developmental and contextual effects on children's addition strategies were assessed in two experiments. The first experiment examined developmental differences in preschool, kindergarten, and first grade children's strategy use during a nonschool-related task, a board game. The children showed a developmental progression in their strategy use during the game as would be predicted by Siegler's strategy-choice model, with children overall showing multiple and variable strategy use, and a...
Show moreDevelopmental and contextual effects on children's addition strategies were assessed in two experiments. The first experiment examined developmental differences in preschool, kindergarten, and first grade children's strategy use during a nonschool-related task, a board game. The children showed a developmental progression in their strategy use during the game as would be predicted by Siegler's strategy-choice model, with children overall showing multiple and variable strategy use, and a progression toward more sophisticated strategy use with age. The second experiment compared the game context with a comparable school-related math context in first graders. Three testing sessions separated by about a week, included the game, aural math problems, and a series of diagnostics designed to measure verbal IQ and working memory. The children showed great variability in their strategy use between the two contexts and were faster and more accurate during the game. Within each context, verbal IQ and working memory displayed some interesting relationships with strategy use.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/15409
Subject Headings: Number concept in children, Mathematical ability, Addition
Format: Document (PDF)

Title: Methods of filicide: Stepparents and genetic parents kill differently.
Creator: Weekes, Viviana A., Florida Atlantic University, Bjorklund, David F.
Abstract/Description: Stepparents commit filicide at higher rates than do genetic parents. According to M. Daly and M. I. Wilson (1994), motivational differences generate differences in the methods by which stepparents and genetic parents kill a child. Using Canadian and British databases, Daly and Wilson (1994) found that stepfathers were more likely than genetic fathers to commit filicide by methods revealing feelings of bitterness and resentment not present to the same degree in genetic fathers. Genetic fathers...
Show moreStepparents commit filicide at higher rates than do genetic parents. According to M. Daly and M. I. Wilson (1994), motivational differences generate differences in the methods by which stepparents and genetic parents kill a child. Using Canadian and British databases, Daly and Wilson (1994) found that stepfathers were more likely than genetic fathers to commit filicide by methods revealing feelings of bitterness and resentment not present to the same degree in genetic fathers. Genetic fathers, in contrast, were more likely than stepfathers to commit filicide by methods that often produce a quick and less painful death. Results replicate and extend previous research conducted by Daly and Wilson (1994). Discussion addresses stepparental psychology, limitations of the current study, and future directions for research and clinical application of this topic.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/13105
Subject Headings: Filicide, Infanticide, Children--Crimes against, Abused children--Mortality, Abusive parents--Psychology
Format: Document (PDF)

Title: Event type and individual differences in children's false-memory creation.
Creator: Brown, Rhonda Douglas, Florida Atlantic University, Bjorklund, David F.
Abstract/Description: This series of experiments was designed to address two major questions concerning children's false-memory creation: (1) Are events that involve physical harm content more difficult to implant than events that do not involve physical harm content? and (2) Are individuals with particular cognitive and personality attributes more likely to create false-memories than others? In Experiment 1, 27 first-graders were presented with descriptions of two fictitious events (1 physical harm, 1 no physical...
Show moreThis series of experiments was designed to address two major questions concerning children's false-memory creation: (1) Are events that involve physical harm content more difficult to implant than events that do not involve physical harm content? and (2) Are individuals with particular cognitive and personality attributes more likely to create false-memories than others? In Experiment 1, 27 first-graders were presented with descriptions of two fictitious events (1 physical harm, 1 no physical harm) and two true events (1 physical harm, 1 no physical harm). Furthermore, individual differences in image descriptions, inhibition, verbal intelligence, working memory capacity and teacher ratings of cognitive and personality attributes were assessed. Results indicated that children generated more detailed accounts for fictitious events that did not involve physical harm in comparison to those that did. Furthermore, individual differences in image descriptions, verbal intelligence and teacher ratings of creativity, extroversion and risk taking were found. For Experiment 2, one-half of participants were presented with descriptions of two fictitious and two true events that involved physical harm content. The other one-half of participants were presented with descriptions of two fictitious and 2 true events that did not involve physical harm content. Furthermore, all children were told that two of the events (1 fictitious, 1 true) happened when they were very young and that the other two events (1 fictitious, 1 true) happened during the previous year. Individual differences in picture memory, inhibition and creativity were also assessed. The analyses failed to yield significant differences for event type or age of event occurrence. However, individual differences in creativity were related to children's false reports.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12579
Subject Headings: False memory syndrome, Memory in children
Format: Document (PDF)

Title: Evidence of social learning mechanisms and teaching behavior of Atlantic spotted dolphins (Stenella frontalis) by mother dolphins foraging in the presence of calves.
Creator: Bortot, Courtney Elizabeth., Florida Atlantic University, Bjorklund, David F., Herzing, Denise L.
Abstract/Description: The present study examined the alteration of benthic foraging behavior by mother Atlantic spotted dolphins (Stenella frontalis) when foraging in the presence of their calves in comparison to the foraging behaviors of the mothers when the calves were not present. The mother dolphins chased prey significantly longer and made significantly more body-orienting movements during foraging in which calves were present. In 5 of the events where the calves were present the prey was not eaten by the...
Show moreThe present study examined the alteration of benthic foraging behavior by mother Atlantic spotted dolphins (Stenella frontalis) when foraging in the presence of their calves in comparison to the foraging behaviors of the mothers when the calves were not present. The mother dolphins chased prey significantly longer and made significantly more body-orienting movements during foraging in which calves were present. In 5 of the events where the calves were present the prey was not eaten by the mother, but instead the calves were allowed to pursue the prey and were confirmed to have eaten the prey in 3 of the foraging events, even though the calves were still nursing. Additionally, this altered foraging behavior only occurred in the presence of their naive calves. Therefore, the present study may be evidence of teaching as a potential social learning mechanism of foraging behavior by Atlantic spotted dolphins.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13299
Subject Headings: Bottlenose dolphin--Feeding and feeds, Social behavior in animals, Cetacea--Behavior
Format: Document (PDF)

Title: Play, problem-solving and tool use: Individual differences in preschool children.
Creator: Gredlein, Jeffrey Michael, Florida Atlantic University, Bjorklund, David F.
Abstract/Description: While recent research has promoted play as an integral component of a child's cognitive functioning, tool-use has been relatively ignored in this discussion. It may be the case that these two abilities, especially constructive play and problem solving through the use of tools, emerging early in a child's life, have some connection in the formation of higher cognitive processing. From an evolutionary developmental perspective, three-year old children were observed in two free-play sessions and...
Show moreWhile recent research has promoted play as an integral component of a child's cognitive functioning, tool-use has been relatively ignored in this discussion. It may be the case that these two abilities, especially constructive play and problem solving through the use of tools, emerging early in a child's life, have some connection in the formation of higher cognitive processing. From an evolutionary developmental perspective, three-year old children were observed in two free-play sessions and participated in a toy-retrieval task. Results indicate boys engaged in more constructive play than girls and were more likely to use tools to solve a problem. Also, the findings suggest that the gender difference observed reflects a bias in motivation to interact with objects, with the amount of time spent in constructive play predicting performance on the tool-use task, suggesting that much of the variance in the gender difference in tool use can be attributed to experience in constructive play. This is consistent with the evolutionary theoretical idea that boys' and girls' play styles evolved to prepare them for adult life in traditional environments.
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Date Issued: 2001
PURL: http://purl.flvc.org/fau/fd/FADT12740
Subject Headings: Problem solving in children, Sex differences (Psychology) in children, Play assessment (Child psychology)
Format: Document (PDF)

Title: Reciprocity versus Modeling as a Basis for Exchange Bahavior in Preschoolers.
Creator: Weber, Ruth A., Bjorklund, David F., Florida Atlantic University
Abstract/Description: Preschoolers are likely to share with a child who has previously shared with them; whether they reciprocate to the child who shared or simply model the other's actions was investigated. 133 children were observed twice with a samesex classmate. The target child's partner was given a snack and allowed 2 min in which to eat or share, then the situation was reversed. The recipient in the second episode was either the previous partner or a new child. Boys shared more snacks, if they had been...
Show morePreschoolers are likely to share with a child who has previously shared with them; whether they reciprocate to the child who shared or simply model the other's actions was investigated. 133 children were observed twice with a samesex classmate. The target child's partner was given a snack and allowed 2 min in which to eat or share, then the situation was reversed. The recipient in the second episode was either the previous partner or a new child. Boys shared more snacks, if they had been shared to, regardless of the identity of the recipient suggesting a modeling effect. Girls shared more snacks when the potential recipient was the girl who had shared with them previously suggesting a reciprocity effect. Neither modeling nor reciprocation alone are sufficient explanations for increased sharing after exposure to sharing. Both prior actions and identity of the recipient need to be considered.
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Date Issued: 1990
PURL: http://purl.flvc.org/fau/fd/FA00000842
Subject Headings: Interpersonal relations in children, Preschool children
Format: Document (PDF)

Title: Why rush growing up? A test of the cognitive immaturity hypothesis.
Creator: Rosenberg, Justin S., Florida Atlantic University, Bjorklund, David F.
Abstract/Description: This study examined the hypothesis that cognitive immaturity may serve an adaptive purpose for children at a time in ontogeny when they are not capable of ensuring their own survival. Participants were presented pairs of scenarios of 3- and 9-year-old children expressing either immature or mature cognition. Participants were asked to select the child (immature vs. mature) which best reflected each of 11 different psychological traits that were ultimately grouped into 3 trait dimensions: cute,...
Show moreThis study examined the hypothesis that cognitive immaturity may serve an adaptive purpose for children at a time in ontogeny when they are not capable of ensuring their own survival. Participants were presented pairs of scenarios of 3- and 9-year-old children expressing either immature or mature cognition. Participants were asked to select the child (immature vs. mature) which best reflected each of 11 different psychological traits that were ultimately grouped into 3 trait dimensions: cute, deceptive, and smart. Participants received one of 6 pairs of scenarios reflecting examples of either intuitive cognition or nonintuitive cognition. Participants selected the immature child as being more cute and less deceptive than the mature child for the intuitive vignettes, but not for the nonintuitive vignettes. This pattern suggests that some forms of immature cognition do indeed bias adults to feel more favorably toward the children who express them and may foster positive parent-child relationship.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/13387
Subject Headings: Developmental psychobiology, Developmental neurobiology, Child development--Research, Cognition in children, Individual differences in children, Parent and child
Format: Document (PDF)

Title: The development of the concept of self as measured by a cognitive task.
Creator: Lyon, Katharine Vinelle, Florida Atlantic University, Bjorklund, David F.
Abstract/Description: The development of the concept of self was measured in second, fourth, sixth, and eighth graders. Recall of psychological and physical adjectives were used as a cognitive measure of the concept of self. The adjectives were presented under three conditions (self referent, semantic, and control). The children also asked to rate the adjectives for similarity or dissimilarity to themselves. Differences between grades for levels of recall for physical versus psychological adjectives were examined....
Show moreThe development of the concept of self was measured in second, fourth, sixth, and eighth graders. Recall of psychological and physical adjectives were used as a cognitive measure of the concept of self. The adjectives were presented under three conditions (self referent, semantic, and control). The children also asked to rate the adjectives for similarity or dissimilarity to themselves. Differences between grades for levels of recall for physical versus psychological adjectives were examined. In contrast to earlier research, a developmental trend was not discovered. Increased recall was found for adjectives presented under the self referent condition for all grades.
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/14599
Subject Headings: Self-perception in children, Cognition in children
Format: Document (PDF)

Title: The development of utilization deficiencies in a sort/recall memory task.
Creator: Coyle, Thomas Roger., Florida Atlantic University, Bjorklund, David F.
Abstract/Description: The development and correlates of utilization deficiencies in second-, third-, and fourth-graders were examined in two separate testing sessions, separated by a one-week interval. In the first session, children received a series of tests assessing self-attributions, metamemory, and intelligence. These factors were proposed to influence the development of utilization deficiencies. In the second session, children were given five sort/recall trials using a different list of categorically related...
Show moreThe development and correlates of utilization deficiencies in second-, third-, and fourth-graders were examined in two separate testing sessions, separated by a one-week interval. In the first session, children received a series of tests assessing self-attributions, metamemory, and intelligence. These factors were proposed to influence the development of utilization deficiencies. In the second session, children were given five sort/recall trials using a different list of categorically related words on each trial and then classified as utilizationally deficient according to their patterns of strategy use and recall over trials. Analysis of mean levels of recall and strategy use demonstrated utilization deficiencies for third graders. Analysis of data for individual subjects revealed that utilization deficiencies were associated with enhanced performance for second and third graders, but lower performance for fourth graders. Attributions of effort were found to be associated with utilization deficiencies for the third graders. The nonsignificant associations of intelligence and metamemory with utilization deficiencies are discussed in terms of domain specific cognition.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/14964
Subject Headings: Cognition in children, Memory in children, Recollection (Psychology)
Format: Document (PDF)

Title: Intuitive conceptions of dead agents' minds: The natural foundations of afterlife beliefs.
Creator: Bering, Jesse Michael, Florida Atlantic University, Bjorklund, David F.
Abstract/Description: Little is known about how the minds of dead agents are represented. In Study 1, adult participants with different types of explicit afterlife beliefs were asked in an implicit interview task whether various psychological state types (psychobiological, perceptual, emotional, desire, and epistemic states), as well as pure biological imperatives (e.g., need to eat), continue after death. The results suggest that, regardless of one's explicit reports about personal consciousness after death,...
Show moreLittle is known about how the minds of dead agents are represented. In Study 1, adult participants with different types of explicit afterlife beliefs were asked in an implicit interview task whether various psychological state types (psychobiological, perceptual, emotional, desire, and epistemic states), as well as pure biological imperatives (e.g., need to eat), continue after death. The results suggest that, regardless of one's explicit reports about personal consciousness after death, those who believe in some form of life after death (and, to a certain extent, even those who do not) implicitly represent dead agents' minds in the same way: psychobiological and perceptual states cease while emotional, desire, and epistemic states continue. The findings are interpreted according to simulation constraints---because it is epistemologically impossible to know what it is like to be dead, individuals will be most likely to attribute to dead agents those types of mental states that they cannot imagine being without. In Study 2, the developmental emergence of such reasoning was investigated. In Experiment 1, 4--6-year-olds and 6--8-year-olds were asked a series of biological questions about a dead agent (e.g., "Does his brain still work?"). Even the youngest children were likely to reason that biological processes cease at death. In Experiment 2, different, similarly aged children and also a group of 10--12-year-olds were asked a series of psychological questions about a dead agent (e.g., "Does he know that he's not alive?"). The youngest children were equally likely to reason that both cognitive (e.g., knowing) and psychobiological states (e.g., hunger) continue after death, while the oldest children were more likely to reason that cognitive states continue. Finally, in Experiment 3, both children and adults were asked about a broad array of psychological states (those used in Study 1). With the exception of the youngest children (M = 5 years), who did not distinguish between any of the psychological state types, older children (M = 11-years) and adults were most likely to attribute to dead agents epistemic, emotional, and desire states, suggesting that developmentally based mechanisms underlie implicit accounts of deceased agents' minds.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11989
Subject Headings: Future life, Children--Death--Religious aspects, Cognition and culture, Cognitive psychology
Format: Document (PDF)

FAU Theses and Dissertations (35)	+ -
FAU College Collections (7)	+ -
FAU Graduate Student Research (2)	+ -

Cognition in children (8)	+ -
Memory in children (5)	+ -
Moral development (4)	+ -
Developmental psychology (3)	+ -
Judgment (Ethics) (3)	+ -

Problem solving in children (3)	+ -
Recollection (Psychology) (3)	+ -
Child development (2)	+ -
Child psychology (2)	+ -
Ego (Psychology) (2)	+ -
Evolutionary psychology. (2)	+ -
Identity (Philosophical concept) (2)	+ -
Individual differences in children (2)	+ -
Mathematical ability (2)	+ -
Parent and child (2)	+ -
Psychoneuroendocrinology (2)	+ -
Thought and thinking (2)	+ -
Abused children--Mortality (1)	+ -
Abusive parents--Psychology (1)	+ -
Addition (1)	+ -
Altruism (1)	+ -
Analysis (Philosophy) (1)	+ -
Association of ideas (1)	+ -
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Behavioral assessment of infants (1)	+ -
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article (5)	+ -
abstract (2)	+ -

Bjorklund, David F. (43)	+ -
Florida Atlantic University (34)	+ -
Charles E. Schmidt College of Science (21)	+ -
Department of Psychology (21)	+ -
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