An examination of current definitions of creativity, the characteristics of creative individuals, and an overview of J. Piaget's theory of development are presented. (PHR)

A formulation of the adolescent as theorist is offered as a means of entry to the scientific constitution of the adolescent as a practitioner of world building. The adolescent uses the same available resources and does the same sense-making work as any competent member in a culture. (Author/PN)

Conducted meta-analysis of experiments comparing duration judgments of children, adolescents, and adults. Found that children made larger verbal estimates, comparable productions, shorter reproductions of durations, and more variable judgments than did older participants. Concluded that explanations are needed for children's inaccurately learned…

A view of cognitive development emphasizing the formal properties of cognitive structures and processes that remain invariant throughout development is described. Cognitive development is guided by complex sets of constraints, specific sets are tailored for particular cognitive domains, and constraints limit the class of naturally learnable…

Eight experiments were conducted to examine 3- and 3.5-month-old infants' responses to occlusion events. The results revealed two developments, one in infants' knowledge of when objects should and should not be occluded and the other in infants' ability to posit additional objects to make sense of events that would otherwise violate their…

The purpose of this study was to determine how children at different ages understand the concept of temperature, examining particularly the logicomathematical aspects of the concept. In doing so, three developmental approaches were compared: (1) Piaget's structuralist approach; (2) Siegler's rule assessment approach; and (3) Anderson and…

Conceptualizes the counseling process and its outcome by comparing it metaphorically to Freud's psychosexual stage conception of personality development. Focuses on resemblances between oral, anal, phallic, latency, and genital stages. New meanings can be drawn from these resemblances, leading to fresh insight into the counseling relationship.…

Discusses hierarchical complexity of tasks as a way of conceptualizing information in terms of the power required to complete a task, and its implications for developmental psychology and information science. Provides an analytic solution to the definition of developmental stages and allows for the possibility within the science of scaling the…

Analyzes attachment theory's viability as an overarching framework for counseling psychology. Places particular emphasis on the integrative potential and heuristic value of the theory, arguing that it can use biological (structural), psychological (cognitive/affective), and social dimensions of experience to clarify developmental dynamics in…

The term, "schema," used largely as a descriptive convenience rather than a theoretical guidepost in social psychology is examined through an analysis of its development, function, and structure. This paper articulates a model of schema development in adults by defining a schema as a representation of some stimulus domain and a set of…

In this paper we explore the consequences of particular stage linkage structures for the evolution of a population. We first argue the importance of mixed-sex pairs of subjects discussed a legal case, each pair seated first five feet of examples the implications of various stage connections for poulation movements. In discussing dynamic models,…

Argues that the issue of quality in day care provision for children is relative, but that the best alternative to a universally accepted definition of quality is a conceptual framework within which different definitions of quality can be constructed. Describes and develops six dimensions of quality in day care: effectiveness, acceptability,…

A study (n=631) of children's ideas on motion of objects is reported. On three items of a four-part questionnaire, responses changed as the children matured, passing through distinct, successive stages with respect to their conceptual understanding. If teaching strategies to overcome misconceptions are to be effective, they must be appropriate to…

Based on research on the geometric understanding of regular and gifted middle school students, this article describes a procedure for assessing geometry readiness in mathematically able middle school students. The procedure utilizes the vanHiele model of stages of geometric understanding and distinguishes between readiness for algebra and…

When William G. Perry (1968) developed his scheme of nine stages of cognitive development, most of which are experienced during the college years, he did not attempt to quantify it. Subsequently, T. D. Erwin (1983) constructed a scale that attempted to quantify the Perry scheme. His findings supported the overall conception of student development…