Children's implicit theories of their peers: A developmental analysis


  • Terry Honess

    1. Department of Psychology, University of Exeter and Department of Educational Enquiry, The University of Aston in Birmingham, Gosta Green, Birmingham B4 7ET.
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Common assumptions in the theories of Kelly and Werner allow Werner's description of development to be readily translated into a number of predictions concerning the course of construct system or implicit theory development. Construct organization was inferred from subjects’ responses to a specially modified implication grid. Both developmental predictions and the validity of grid measures received excellent support from the analysis of children's implicit theories of their peers as a function of their own age, sex, and verbal intelligence. In addition, the grid responses provided fresh insights into the course of sex differences in person perception.