This commentary traces discussions of psychological differences and deficits from the mid-1950s to the current day, positioning the disciplinary discussions in the social-historical context in which they took place. The challenges of assessing diagnoses of deficit and the potential harms that result when misdiagnosis is implemented as social…

Preferential-looking studies suggest that by 2 months of age, infants may have knowledge about some object properties, such as solidity. Manual search studies of toddlers examining these same concepts, however, have failed to provide evidence for the same understanding. Investigators have recently attempted to reconcile this disparity but failed…

Two basic postulates, (1) ego stage progression with increasing age, and (2) development of the ego as it meets the different crisis elements of the ego stages, were tested on a sample of 120 5-, 8-, and 11-year-old boys, using a projective instrument and a coding system. The first postulate found preliminary confirmation; the validity of the…

A comparison of the two leading indices of moral development, the Defining Issues Test and the Moral Dilemma Interview, was made using 215 subjects ranging in age from 12 to 25. Correlation between the two tests was low when age, socioeconomic status, and intelligence variables were partialed out. (Author/SS)

Examined the validity of the Adult Attachment Interview (AAI) measure by interviewing 83 mothers twice over 2 months, using different interviewers on each occasion. The results indicated that the reliability of the AAI classifications was quite high over time and across interviewers. The AAI classifications were independent of nonattachment…

A cross-sectional, stratified random sample of 1,891 male and female adolescents (age range from 12 years 6 months to 17 years 6 months) was tested in 1970 with the Grades 9-12 form of the Primary Mental Abilities test. (Editor)

Studied the establishment of the reliability of an instrument for assessing developmental stages and the relation between reliability and sequentiality of the stages. (GO)

Normal infants were administered the Bayley Scales of Infant Development at 6 months and the Stanford-Binet Intelligence Scale at 3 years. At 6 months the quality of stimulation found in the early environment was measured. Results indicate that home environment may contribute to instability of performance on infant tests. (GO)

Second-, fourth-, and sixth-grade children were tested on a multiple-classification task to investigate the relationship between age and observational learning. (Editor)

Nine-, eleven-, and thirteen-year-old children participated in a conformity situation requiring the judgment of the louder of two successively presented tones. (Editor)

The visual imagery of kindergarten, third, and sixth graders was tested via a continuous visual recognition test in which subjects were to identify repeated pictures of familiar and nonsense objects. (Editor)

One hundred sixty sibling pairs from two child families were sampled for sibling interaction behaviors as they relate to measures of categorization style. The study provides additional evidence of the importance of a child's siblings to his cognitive development. (Editor/RK)

The effectiveness of a public nursery school program was evaluated using two comparision groups, those who had and had not attended nursery school and Title 1 and non-Title 1 children. (Author)

Reports an analyses of ratings on Bayley's Infant Behavior Record and test scores from the Bayley Mental Scale for 60 female and 50 male infants at 6, 12, 18 and 24 months of age. Results are discussed in terms of rank-order correlations, behavioral composite scores and study implications. (Author/SDH)