Reviews empirical studies of cognitive self-efficacy from childhood through old age, addressing issues of definition and measurement related to the self-efficacy construct. Integrates findings of research on self-efficacy and establishes generalizations regarding the relationship of self-efficacy to choice and goal-setting behaviors, a sense of…

A number of research disciplines have contributed to an emerging picture of creative individuals, processes, and achievements. Contributions to a science of creativity are reviewed, focusing on the psychometric approach, cognitive approaches, studies of personality and motivation, sociological and historiometric investigations, and neurobiological…

The application of Piagetian theory to educational practices encounters a series of major difficulties. The main focus of this paper is on the notion of general stages, which has been under attack in numerous studies. Organized in four parts, the paper: (1) discusses the problem of the existence of general stages and of a developmental…

Used Visual Expectation Paradigm to describe information processing changes and individual differences during first year of life. Found regular age changes in mean reaction time and variability but not in minimum reaction time, suggesting that growth rate of sensory-detection information is constant during first year but age changes occur in level…

Speculates on underlying processes for the reaction time variance and age differences in anticipation latency using the Visual Expectation Paradigm. Discusses the dichotomization of reactive and anticipatory behavior, limitations of longitudinal designs, drawbacks in using standard procedures and materials, and inferences that can be made…

Because self-directed learning behaviors are inherently interwoven within a foundation of lifespan cognitive and contextual characteristics, researchers must examine the theory and application of self-directed learning not just as an externally-defined or self-perceived process but also as an internal process of continual development grounded in a…

Bayley's major contributions to developmental psychology are reviewed. These include her concern with measurement and methodology and her early anticipation of such topics as behavior genetics. Her work in such areas as androgyny and body build, motor and mental development, and maternal and child behaviors is summarized. (LB)

Calls for a process-oriented approach to study of categorization in infancy. Maintains that further understanding of infant categorization and its changes with development requires a more direct assessment of infants' category formation. Argues that two research directions will enhance understanding of categorization: (1) contextual variations on…

Reviews studies of children's and adolescents' understanding of peace and war. Maintains that findings are influenced by measurement procedures and design and by a number of variables. Notes that recent studies suggest a relationship between understanding of interpersonal relationships and understanding of peace. Other variables such as social…

Used a data analytic strategy that was novel to the M-space literature to examine the mental capacity prerequisites of social-cognitive development of 99 students in grades one, three, and five. Used a structural equations analysis to determine whether M-power was a significant predictor of role-taking development. (RH)

Critiques the attempt by David Pariser and Axel van den Berg to apply the author's methods to a cross-cultural study. Argues that their study is too flawed to be definitive. Suggests means to test the universality of the U-curve as a cognitive development pattern or an artifact of culturally defined aesthetics. (DSK)

Responds to a critique of the authors' work by Jessica Davis. Enumerates and responds to each of Davis' critiques, arguing that many of them are invalid. Defends the research design choices made by the authors and the results of their study. (DSK)

In this study an attempt was made to obtain a developmental dimension for estimating longitudinal development on the basis of cross-sectional data. To check the validity of this approach, the cross-sectional data were compared with true longitudinal data. Forty-three public school children were given a series of conservation tasks in four…

This paper presents recommendations about measures for assessing cognitive and social-emotional outcomes of children in Chapter 1 preschool and kindergarten programs. Section I explains the purpose and design of the study, giving special attention to the Chapter 1 substudy. Section II covers critical issues related to cognitive and…

Objectives of a study of the impact of participatory-democratic work experience on adolescent development are (1) to explore the possibilities for facilitating adolescent development by promoting participatory-democratic work structure in Youth Conservation Corps (YCC) programs and to augment past research on YCC by monitoring the structure of…