Using comparative case study methods, we analyzed longitudinal data from the Wabash National Study of Liberal Arts Education to examine if and how 23 college students' capacities for intercultural maturity (ICM) changed over the course of their college experiences. Those whose capacities increased often had immersion experiences wherein they were…

This study explores how motivational factors are associated with Taiwanese college students' cognitive, personal, and social development by incorporating both relatively global, static self-attributes, such as social-oriented achievement motivation and individual-oriented achievement motivation, which are considered to be culturally balanced…

Determining what giftedness is all about means focusing on many aspects of the individual. In this paper, the author focuses on letter D of the ABC's of being smart. She starts with specifics about giftedness (details), and then moves on to some ways of thinking (dispositions).

"Child as cultural apprentice" is a developmental psychologist's heuristic metaphor which is embedded in an individual-socioecological frame of reference. A basic theoretic feature of this metaphor is the explicit recognition of the interdependence of the process of child development and the socially provided resources for that…

Provides a basis from which to critically examine contemporary identity research, by offering a definition of identity, a constructive criticism of the subject approach, and an empirical approach to studying sense of identity. The empirical approach is based on conceptually sound ideas and leads to important questions about identity modes and the…

Responds to calls for combining the ideas of Piaget and Vygotsky, discussing differences between the two perspectives. Notes that differences are found in underlying assumptions about the nature and process of development, philosophy, stages of development, developmental influences, and the integrity of cognitive structures. Suggests that, given…

Addresses the extent to which differences in Piagetian and Vygotskyan psychologies make their theories incompatible. Differences result from a Vygotskyan belief in a material primary cause for development; Piagetians do not hold this view. Explores this difference in perspective, concluding that, despite it, the two approaches are compatible. (JW)

What is the status of our present knowledge concerning the influence of malnutrition on intellectual development, learning, and behavior in children? This paper focuses primarily on an identification of some of the major issues and questions which are of concern to investigators in the field. The major concern of this review is with…

Explores developmental issues regarding domain theory, a theory explaining moral development. Concludes that this theory does not explain how domains of moral reasoning and behavior evolve, neglects social and historical aspects of domain development, and does not recognize the effects of individual differences on domains. (JW)

This digest explores the knowledge base underpinning the present understanding of the preschool child. This knowledge base involves stages of mental and physical development, physical and psychological needs, conditions that tend to favor or retard the child's learning and development, and so on. The eight chapters of this digest focus on: (1)…

Much of our thinking about contemporary social problems reflects tacit presuppositions regarding the operation of heredity and environment in human behavior. These beliefs have important implications for practical decisions. Advances in genetics, psychology, anthropology, and other disciplines have contributed much to a clarification of the…

Using a comparative-cultural perspective, this collection of essays examines the co-constructivist nature of human development in culturally organized environments. The contributions also cover a large age span--infancy to adulthood. Chapters in part 1 cover two different directions in the study of early adult-infant interaction from a comparative…

Recent investigations have demonstrated greater variance in change in intellectual performance between different generations or age groups than is true for generalized developmental change across chronological age. Such findings have led to a careful investigation of certain environmental factors which might account for such change. A new…