This book describes the findings of a longitudinal study conducted
with about 200 children from 1984 to 1993. Children were recruited
for the study when they had just entered kindergarten at the age of
about 4 years. The study aimed to investigate changes in cognitive,
social, and personality development over the preschool and
elementary school years. One of the unique features of this
longitudinal study is that relationships and interactions among
cognitive, social, and personality development could be assessed
based on the data of a representative sample of children.
General
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