Among the popular stereotypes of adolescence, images of romantic and sexual awakening loom large. In both fiction and autobiography, writers invoke the raging hormones, "first loves," and distinctly more romantic interests of the teenage years. These common impressions accord with empirical findings that behaviors associated with romantic interests (such as dating and sexual activity) increase during the teenage years (for reviews, see Katchadourian, 1990; Savin-Williams, in press;Zani, 1993). From a developmental perspective, however, the romantic experiences of adolescents represent one phase of a meaningful progression of relationships across age periods (Collins and Sroufe, in press). Early caregiver-child relationships, peer relationships in preschool and middle childhood, and friendships in adolescence contribute to adolescents' functioning in teenage romantic relationships.Several assumptions about relationships underlie the developmental view adopted in this chapter. The first assumption is that all types of relationships in all periods of life have certain core features in common. Even though with development changes occur in the types of relationships that are central and in relationship capacities, interpersonal relating in successive life periods builds on prior relationship experiences. Second, relationships are not simply the sum of personal characteristics of each member of the dyad; rather, relationships are the unique patterning and qualities of dyadic interactions that endure over time (Hinde and Stevenson-Hinde, 1987;Sroufe and Fleeson, 1986). Third, individuals and relationships are both the products and the architects of the relationships in which they participate Sroufe and Fleeson, 1986). Fourth, relationships are integral to competence, defined as "the ability NEW DIRECIIONS FOR Cwro DEVELOPMENT. M. 78, Winter 1997 0 J 0 s s c y -B~ Inr. Publish 69