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A Structural-Developmental Analysis of Levels of Role Taking in Middle Childhood

Robert L. Selman and Diane F. Byrne
Child Development
Vol. 45, No. 3 (Sep., 1974), pp. 803-806
Published by: Wiley on behalf of the Society for Research in Child Development
DOI: 10.2307/1127850
Stable URL: http://www.jstor.org/stable/1127850
Page Count: 4
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
A Structural-Developmental Analysis of Levels of Role Taking in Middle Childhood
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Abstract

40 children-ages 4, 6, 8, and 10-were interviewed by standard and Piagetian clinical method on 2 socio-moral dilemmas. Each child's discussion of the perspectives of different characters in the dilemma was analyzed according to a previously defined sequence of role-taking levels. The high correlation of these levels with increasing age indicates that role taking as a concept is amenable to a structural-developmental analysis.

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