Anatomy In Children Research Articles

Book reviews

Book reviewed in this article:Human Evolution, Language and Mind: A Psychological and Archaeological Inquiry. By W. Noble & I. Davidson.Cognitive Psychology By Ronald T. Kellogg.School Recess and Playground Behaviour: Educational and Developmental Roles By A. D. Pellegrini.Rethinking Innateness: A Connectionist Perspective on Development By J. L. Elman, E. A. Bates, M. H. Johnson, A. Karmiloff‐Smith, D. Parisi & K. Plunkett.Preventing Childhood Disorders, Substance Abuse, and Delinquency. By R. De V. Peters, R. J. McMahon.Learning the Rules: The Anatomy of Children's Relationships By Brian J. Bigelow, Geoffrey Tesson, John H. LewkoAgency. Its Role in Mental Development. By James Russell.Deconstructing developmental psychology By Erica BurmanIntroduction to Research Methods and Statistics in Psychology 2nd ed By Hugh Coolican

Normal Anogenital Anatomy in Children: Commentary

Normal Anogenital Anatomy in Children: Commentary

Laparoscopy for the nonpalpable testis.

Cryptorchidism represents one of the most common childhood disorders with the incidence of testicular maldescent being 0.8% by 1 year of age. Nonpalpable testis occurs in approximately 20% of patients with cryptorchidism. Laparoscopy for diagnosis and management of nonpalpable testis has shown to be highly effective with few complications. This article reviews some of the special considerations in performing laparoscopy in children with descriptions about the unique features of a child's anatomy and physiology. The role of laparoscopy in the evaluation and management of nonpalpable testis is discussed, along with some of the controversies about how laparoscopy may be changing our approach to a child with a nonpalpable testis.

Learning the Rules: The Anatomy of Children's Relationships

Learning the Rules: The Anatomy of Children's Relationships. Brian J. Bigelow, Geoffrey Tesson, & John H. Lewko. New York: Guilford Press. 1996. 255 pp. Hardcover ISBN 157230-084-1. $35.00 cloth. This book about children's relationships focuses on what relationships mean to children and how children manage them. Brian Bigelow, Geoffrey Tesson, and John Lewko assert that the field of peer relationships has been virtually dominated by research on children's social behavior. Although this has been important, it has left a gap in our understanding of relationships by overlooking how children actually construct their relationships. The authors make an impressive start to filling this gap by examining the social rules that children follow in their relationships. Throughout the book, the authors emphasize that individuals actively construct relationships, and much of what constitutes a relationship lies in the meaning that members accord it. After presenting the empirical and theoretical background for their work, Bigelow, Tesson, and Lewko briefly describe the methodology they used to discover children's social rules. This involved in-depth interviewing adapted from Kiss's (1972) recursive concept analysis. More complete details regarding the methodology are provided in Appendices 1 and 2. The reader is advised to review these appendices in conjunction with the early chapters. This information is important when considering the results reported throughout the rest of the book because in these appendices the demographics of the sample (e.g., 95% of the participants were members of two-parent families) are described. Reading the appendices also gives a sense of how carefully the methodology was designed. Particularly noteworthy is that the investigators used six children ("peer investigators") to help develop their interviewing procedure. A rich set of data regarding social rules was obtained from almost 1,000 children, ages 6-13 years, in an attempt to understand how they apply rules across different types of social relationships. In a series of tables in Chapter 3, the 15 major social rules themes are presented, as well as data regarding the occurrences of the social rule theme by social domain (family, peers, other adults), age, and sex. In addition, items from a social rules checklist, based on the social rules suggested by children, are presented, along with data regarding the mean ratings of the social rule themes by relationship, age, and sex. These data are further described in chapters in which children's social rules are examined with respect to compliance and autonomy, self-control and conflict management, mutual activities and obligation. The social rules are discussed at the macro level-which generally addresses overarching structural issues, such as compliance, that were investigated in terms of rule themes across social domains-and at the micro level-which examined specific rules within particular relationships (e. …

Learning the Rules: The Anatomy of Children's Relationships

Learning the Rules: The Anatomy of Children's Relationships. Brian J. Bigelow, Geoffrey Tesson, & John H. Lewko. New York: Guilford Press. 1996. 255 pp. Hardcover ISBN 157230-084-1. $35.00 cloth. This book about children's relationships focuses on what relationships mean to children and how children manage them. Brian Bigelow, Geoffrey Tesson, and John Lewko assert that the field of peer relationships has been virtually dominated by research on children's social behavior. Although this has been important, it has left a gap in our understanding of relationships by overlooking how children actually construct their relationships. The authors make an impressive start to filling this gap by examining the social rules that children follow in their relationships. Throughout the book, the authors emphasize that individuals actively construct relationships, and much of what constitutes a relationship lies in the meaning that members accord it. After presenting the empirical and theoretical background for their work, Bigelow, Tesson, and Lewko briefly describe the methodology they used to discover children's social rules. This involved in-depth interviewing adapted from Kiss's (1972) recursive concept analysis. More complete details regarding the methodology are provided in Appendices 1 and 2. The reader is advised to review these appendices in conjunction with the early chapters. This information is important when considering the results reported throughout the rest of the book because in these appendices the demographics of the sample (e.g., 95% of the participants were members of two-parent families) are described. Reading the appendices also gives a sense of how carefully the methodology was designed. Particularly noteworthy is that the investigators used six children (peer investigators) to help develop their interviewing procedure. A rich set of data regarding social rules was obtained from almost 1,000 children, ages 6-13 years, in an attempt to understand how they apply rules across different types of social relationships. In a series of tables in Chapter 3, the 15 major social rules themes are presented, as well as data regarding the occurrences of the social rule theme by social domain (family, peers, other adults), age, and sex. In addition, items from a social rules checklist, based on the social rules suggested by children, are presented, along with data regarding the mean ratings of the social rule themes by relationship, age, and sex. These data are further described in chapters in which children's social rules are examined with respect to compliance and autonomy, self-control and conflict management, mutual activities and obligation. The social rules are discussed at the macro level-which generally addresses overarching structural issues, such as compliance, that were investigated in terms of rule themes across social domains-and at the micro level-which examined specific rules within particular relationships (e. …

Learning the rules: the anatomy of children's relationships

Learning the Rules: The Anatomy of Children's Relationships. Brian J. Bigelow, Geoffrey Tesson, & John H. Lewko. New York: Guilford Press. 1996. 255 pp. Hardcover ISBN 157230-084-1. $35.00 cloth. This book about children's relationships focuses on what relationships mean to children and how children manage them. Brian Bigelow, Geoffrey Tesson, and John Lewko assert that the field of peer relationships has been virtually dominated by research on children's social behavior. Although this has been important, it has left a gap in our understanding of relationships by overlooking how children actually construct their relationships. The authors make an impressive start to filling this gap by examining the social rules that children follow in their relationships. Throughout the book, the authors emphasize that individuals actively construct relationships, and much of what constitutes a relationship lies in the meaning that members accord it. After presenting the empirical and theoretical background for their work, Bigelow, Tesson, and Lewko briefly describe the methodology they used to discover children's social rules. This involved in-depth interviewing adapted from Kiss's (1972) recursive concept analysis. More complete details regarding the methodology are provided in Appendices 1 and 2. The reader is advised to review these appendices in conjunction with the early chapters. This information is important when considering the results reported throughout the rest of the book because in these appendices the demographics of the sample (e.g., 95% of the participants were members of two-parent families) are described. Reading the appendices also gives a sense of how carefully the methodology was designed. Particularly noteworthy is that the investigators used six children (peer investigators) to help develop their interviewing procedure. A rich set of data regarding social rules was obtained from almost 1,000 children, ages 6-13 years, in an attempt to understand how they apply rules across different types of social relationships. In a series of tables in Chapter 3, the 15 major social rules themes are presented, as well as data regarding the occurrences of the social rule theme by social domain (family, peers, other adults), age, and sex. In addition, items from a social rules checklist, based on the social rules suggested by children, are presented, along with data regarding the mean ratings of the social rule themes by relationship, age, and sex. These data are further described in chapters in which children's social rules are examined with respect to compliance and autonomy, self-control and conflict management, mutual activities and obligation. The social rules are discussed at the macro level-which generally addresses overarching structural issues, such as compliance, that were investigated in terms of rule themes across social domains-and at the micro level-which examined specific rules within particular relationships (e. …

Echocardiographic Evaluation of Atrioventricular Orifice Anatomy in Children with Atrioventricular Septal Defect

Echocardiographic Evaluation of Atrioventricular Orifice Anatomy in Children with Atrioventricular Septal Defect

Aortic Anatomy in Children with Myelomeningocele and Congenital Lumbar Kyphosis

Preoperative aortograms were reviewed in six children with thoracic myelomeningocele and lumbar kyphosis at an average age of 25 months. In all children, the abdominal aorta bridged the lumbar kyphosis. In four children, the upper renal poles were close to the spine and were at potential risk during kyphectomy. All children had aortic shortening with an increased variability in origin of the major abdominal aortic branches. Abnormal lumbar arteries were noted in four children.

The Normal Stomach and Small Intestines in the Infant

The gastro-intestinal tract has long been a rich field for the writing of technical papers, and roentgenologists have done their share to swell the volume of material. No matter who the essayist, however, his conclusions have been based, almost without exception, on consideration of the adult alimentary tract and its changes of form and reactions to disease. Little effort seems to have been expended on investigation of the normal gastro-intestinal tract of the infant and child and its early variations from the average normal. In the beginning of sound scientific knowledge, animal investigation was the only method available; hence conclusions as to the human being were drawn from known facts about the animal. Such information compared with a knowledge of adult pathological conditions as revealed during surgical procedures or at necropsy, and perhaps foreshadowed in roentgenographic examinations, has served to supply our conception of the child's anatomy and physiology. That, however, may not be the best ap...

Recent Literature Anatomy in its Relation to Art . By George McClellan, M.D., Professor of Anatomy at the Pennsylvania Academy of Fine Arts, etc., etc.; Author of "McClellan's Regional Anatomy," and the "Anatomy of Children." Illustrated by 338 original drawings and photographs made by the author, and expressly prepared for this work. A quarto of 142 pp. Philadelphia and London:

Recent Literature Anatomy in its Relation to Art . By George McClellan, M.D., Professor of Anatomy at the Pennsylvania Academy of Fine Arts, etc., etc.; Author of "McClellan's Regional Anatomy," and the "Anatomy of Children." Illustrated by 338 original drawings and photographs made by the author, and expressly prepared for this work. A quarto of 142 pp. Philadelphia and London: