Identifies fundamental principles of psychology to explain how the self begins and develops over the life span. The influences that contribute to the creation of false and true selves in gifted children are discussed and strategies for promoting the true self of gifted children are offered. (Author/DB)

Analysis of responses of 482 sixth graders, classified as either peer oriented or adult oriented, reveals that while the peer-oriented children generally conform to a socially undesirable peer subculture, they are unsatisfied and anxious about it. Sex differences are discussed and comparisons made with other research. (Author)

This essay takes the form of a dialog between the human "Self" and a questioner and explores the nature of individual self-consciousness, the Freudian model of the self, the development of the self in early childhood, the importance of parents in the self's development, and special problems of self-awareness in gifted students. (DB)

Maintains that a major theme in Lev Vygotsky's later research was concept formation or conceptual development in child development. States that Vygotsky argued that the acquisition of mature academic concepts forms the crowning achievement of adolescence. Argues that the view raises a number of criticisms. (CFR)