The major goal of this study was to determine whether young children appreciate that one effect of using a display rule may be to create a false belief in another person. Fourand 6-year-old children listened to stories in which it would be appropriate for the protagonist to really feel a negative emotion. In half of the stories a reason was given for the protagonist to hide the way he or she really felt (the discrepant condition) from the other story characters; the other half contained a reason for the protagonist to show the other story characters how he or she really felt (the nondiscrepant condition). Subjects were asked to say how the main character would really feel, how the main character would look on his or her face, and how other characters in the story would think the protagonist felt, and to justify their answers. The results indicated that 6-year-old children were more accurate than 4-year-old children in judging that real and apparent emotion would not coincide in the discrepant condition and that other story characters would be misled as a result. Six-year-olds also offered more correct justifications of their responses in both story conditions. The findings are related to recent investigations of children's understanding of the appearance-reality distinction and the development of children's knowledge about how to create a false belief in another person.

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Children's understanding of the static representation of speed of locomotion was explored in 2 experiments. In Experiment 1, 20 7-year-olds and 20 9-year-olds drew pictures of 2 people walking and running at different speeds. Children then made judgments about pairs of unambiguous drawings of a person walking or running, as did a sample of 20 adults. The drawings varied according to whether action lines, background lines, or no lines were present. Children were asked to say which figure appeared to be moving faster. In Experiment 2, 20 7-year-olds, 20 9-year-olds, and 21 adults sorted ambiguous drawings of a person walking and running at different speeds. The pictures again contained action lines, background lines, or no lines. In the drawing task, children more frequently used page position and biomechanical information than action lines to represent fast and slow walking and running. In the judgment task, 7- and 9-year-olds offered equivalent judgments of action lines and background lines, whereas adults distinguished between these pictorial devices. In the sorting task, all subjects distinguished between action lines and background lines and judged that pictures containing action lines looked faster than pictures containing background lines and pictures without lines. Taken together, the results indicate that subjects' judgments were influenced by the form of locomotion and degree of ambiguity in the depicted events they saw. The findings are consistent with the view that different categories of pictorial devices exist, but the effectiveness of each device is contingent upon the perceiver's experience with it and the context in which it appears.

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Having a global perspective is becoming a vital characteristic of informed citizens, productive employees, and members of diverse communities. as Kathryn Campbell (2014) recently noted, "It is more apparent than ever that local occurrences have global consequences, and that global systems-financial, technological, natural, ideological-have palpable local effects" (p. 3). as educators, we should bear this in mind as we prepare our students for life as citizens and workers in the 21st century.at the same time, we need to be aware of the assumptions and global perspectives that students bring to our classrooms. Resources such as the Beloit College Mindset List may help in this regard. Issued every august since 1998, the list profiles the ways in which that year's incoming students-born approximately 18 years earlier-differ from previous cohorts in "the cultural touchstones and experiences" that have shaped their worldviews (https:// www.beloit.edu/mindset). although u.s. politicians, athletes, and celebrities