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Mary Lazaridis (DClinPsych, 1996, La Trobe University; BBSc. [Hons],GradDipPsych, BAppSc, MAPS) is a member of the Australian College of Clinical Psychologists. Her primary research interest, while studying for her DClinPsych, has been factors that contribute to the development of self in children. She works in private practice as a clinical psychologist and part of her work includes diagnosing and treating typically developing young children and children with developmental delays.
ABSTRACT
I. DEVELOPMENT OF A TEMPORALLY EXTENDED SELF
II. METHOD
III. EXAMINING THE REPRESENTATIONAL DEMANDS OF THE DELAYED
SELF-RECOGNITION TASK
IV. DO 2.5-YEAR-OLD CHILDREN HAVE THE REPRESENTATIONAL ABILITY FOR DSR?
V. EXAMINING THE DEVELOPMENTAL TRANSITION OF THE SELF FROM ITS PRESENT STATE TO ITS TEMPORALLY EXTENDED STATE
VI. EFFECT OF MENTAL AGE ON DSR COMPETENCY
VII. THE CONTRIBUTION OF SOCIAL, COGNITIVE, AND LINGUISTIC FACTORS TO THE DEVELOPMENT OF THE TES
VIII. THE CONTRIBUTION OF SOCIAL, COGNITIVE, AND LINGUISTIC FACTORS TO FURTHER ADVANCES OF THE TES
THE EMERGENCE OF A TEMPORALLY EXTENDED SELF AND FACTORS THAT CONTRIBUTE TO ITS DEVELOPMENT: FROM THEORETICAL AND EMPIRICAL PERSPECTIVES
CONTENTS
IX. METHODOLOGICAL CONSIDERATIONS AND DIRECTIONS FOR FUTURE RESEARCH
APPENDIX
REFERENCES
ACKNOWLEDGMENTS
CONTRIBUTORS
STATEMENT OF EDITORIAL POLICY
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