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.

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• ABSTRACTI. DEVELOPMENT OF A TEMPORALLY EXTENDED SELFII. METHODIII. EXAMINING THE REPRESENTATIONAL DEMANDS OF THE DELAYEDSELF-RECOGNITION TASKIV. 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 STATEVI. EFFECT OF MENTAL AGE ON DSR COMPETENCYVII. THE CONTRIBUTION OF SOCIAL, COGNITIVE, AND LINGUISTIC FACTORS TO THE DEVELOPMENT OF THE TESVIII. THE CONTRIBUTION OF SOCIAL, COGNITIVE, AND LINGUISTIC FACTORS TO FURTHER ADVANCES OF THE TESTHE EMERGENCE OF A TEMPORALLY EXTENDED SELF AND FACTORS THAT CONTRIBUTE TO ITS DEVELOPMENT: FROM THEORETICAL AND EMPIRICAL PERSPECTIVESCONTENTSIX. METHODOLOGICAL CONSIDERATIONS AND DIRECTIONS FOR FUTURE RESEARCHAPPENDIXREFERENCESACKNOWLEDGMENTSCONTRIBUTORSSTATEMENT OF EDITORIAL POLICYSUBJECT INDEX

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.

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• ABSTRACTI. DEVELOPMENT OF A TEMPORALLY EXTENDED SELFII. METHODIII. EXAMINING THE REPRESENTATIONAL DEMANDS OF THE DELAYEDSELF-RECOGNITION TASKIV. 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 STATEVI. EFFECT OF MENTAL AGE ON DSR COMPETENCYVII. THE CONTRIBUTION OF SOCIAL, COGNITIVE, AND LINGUISTIC FACTORS TO THE DEVELOPMENT OF THE TESVIII. THE CONTRIBUTION OF SOCIAL, COGNITIVE, AND LINGUISTIC FACTORS TO FURTHER ADVANCES OF THE TESTHE EMERGENCE OF A TEMPORALLY EXTENDED SELF AND FACTORS THAT CONTRIBUTE TO ITS DEVELOPMENT: FROM THEORETICAL AND EMPIRICAL PERSPECTIVESCONTENTSIX. METHODOLOGICAL CONSIDERATIONS AND DIRECTIONS FOR FUTURE RESEARCHAPPENDIXREFERENCESACKNOWLEDGMENTSCONTRIBUTORSSTATEMENT OF EDITORIAL POLICYSUBJECT INDEX

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.

Select Guide Rating

• ABSTRACTI. DEVELOPMENT OF A TEMPORALLY EXTENDED SELFII. METHODIII. EXAMINING THE REPRESENTATIONAL DEMANDS OF THE DELAYEDSELF-RECOGNITION TASKIV. 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 STATEVI. EFFECT OF MENTAL AGE ON DSR COMPETENCYVII. THE CONTRIBUTION OF SOCIAL, COGNITIVE, AND LINGUISTIC FACTORS TO THE DEVELOPMENT OF THE TESVIII. THE CONTRIBUTION OF SOCIAL, COGNITIVE, AND LINGUISTIC FACTORS TO FURTHER ADVANCES OF THE TESTHE EMERGENCE OF A TEMPORALLY EXTENDED SELF AND FACTORS THAT CONTRIBUTE TO ITS DEVELOPMENT: FROM THEORETICAL AND EMPIRICAL PERSPECTIVESCONTENTSIX. METHODOLOGICAL CONSIDERATIONS AND DIRECTIONS FOR FUTURE RESEARCHAPPENDIXREFERENCESACKNOWLEDGMENTSCONTRIBUTORSSTATEMENT OF EDITORIAL POLICYSUBJECT INDEX