Skip Navigation

This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrow Search for citing articles in:
ISI Web of Science (13)
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Meltzer, J.
Right arrow Articles by Walsh, M. E.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Meltzer, J.
Right arrow Articles by Walsh, M. E.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Journal of Pediatric Psychology 9(1) pp. 41-56, 1984
© 1984 Society of Pediatric Psychology

research-article

Children's Conceptions of Smoking

Janet Meltzer, Roger Bibace and Mary E. Walsh

Clark University and University of Massachusetts Medical School

The present study extends the theoretical framework of cognitive-developmental theory in order to examine the development of children's ideas about smoking, its causes, and consequences. Using Piaget's clinical method, the authors examined the concepts of smoking of three different age groups: 4-, 7-, and 11-year-olds (Ntotal= 72). The results revealed three major types of explanation consistent with the major stages of cognitive development as articulated by Piaget. Within two of these major categories, two subtypes were further distinguished. Thus, five developmentally ordered explanations of the consequences and causes of smoking were derived. Implications for clinicians, health practitioners, and health educators are described.

Key words: smoking; children's beliefs; cognition.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 Health Educ ResHome page
C. K. Sigelman, C. S. Rinehart, A. G. Sorongon, L. J. Bridges, and P. W. Wirtz
Teaching a coherent theory of drug action to elementary school children
Health Educ. Res., October 1, 2004; 19(5): 501 - 513.
[Abstract] [Full Text] [PDF]


Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.