Describes a study conducted during the summer of 1982 in order to examine the personal, social, and general intellectual growth perceived by older students participating in Elderhostel programs. Discusses 12 growth themes that emerged after a theme analysis was conducted on the data. Results of the study indicated support for liberal education for…

L. Kholberg's model of moral development and the social learning theory both provide methods of perceiving the relationship between cognitive and moral development, and both are useful in application to the intellectually gifted child. Educating gifted children toward high levels of moral behavior is a particularly important concern. (Author/SEW)

Describes interactional elements of the power of situations and presents a perspective on the instrumental use of friendships. Suggested methods for micropolitical counteraction include information illumination, independent thinking, stress innoculation, dilution of oppressive demeanor, and mental distancing. (JAC)

To investigate the development of preschoolers' social-cognitive play behaviors, ten preschoolers (two, three and four years old) were observed in their classrooms on 15 occasions by a time-sampling schedule. Social-cognitive behavior coding (Parten and Smilansky) indicates that children's play became more social as they grew older. (Author/PN)

A study was done to clarify the effects of guided sociodramatic or group pretend play on the mathematical behaviors and adult-observed playfulness traits of five year olds. The effects of sex differences on mathematical behaviors and playfulness were also examined. (JN)

Presents a theoretical framework for viewing adolescent contraceptive usage. The problem-solving process is used for developmentally examining the competencies that must be present for effective contraceptive use, including: problem recognition, motivation, generation of alternatives, decision making and implementation. Each aspect is discussed…

Comments on the emptiness of the adolescent role in modern Western societies. Argues that youth participation in community life and services can provide a bridge between adolescence and adulthood and between schools and the communities they serve. (Author/GC)

Summarizes the assessment of four types of experiential education programs (volunteer service, career internships, outdoor adventure, community study/political action) on the psychological, social, and intellectual development of over 1,000 secondary students participating in 27 programs in independent, public, and parochial schools across the…

Found that children aged 3, 4, and 5 who are more attractive to peers communicate in a more contentious, impression-leaving, dramatic, open, and animated style. Those children who are more attractive to teachers have a style that is more attentive, friendly, and relaxed. (PD)

Describes research with 12- to 18-month-old infants (N=108) determining whether the quality of an infant's attachment to his/her primary caregiver could predict the nature of his/her emerging personality. (CS)

Middle school students (N=25) with exceptional educational needs were matched with regular students and assessed for their level of moral reasoning using the Objective Assessment of Moral Development. Results indicate exceptional students select types of reasoning typical of younger children, and become less like their peers with age. (RC)

The development of the relationship between mothers and their infants was investigated at the child's 10th, 22nd, and 42nd month of age. A large number of mother, infant, and dyadic characteristics were assessed at each of the observation periods. A structural equations approach was taken in the analysis of observational data. (Author/RH)

Boys' and girls' understanding of the emotions of others and of their own emotional reactions to emotion in others was assessed with kindergarten and second-grade children. (Author/MP)

Determined the influence of inservice training in Glasser's reality therapy and class meeting techniques on teacher affective behaviors, student on-task behaviors, discipline, referrals, and student absences. No significant changes in teacher and/or student behavior resulted from the inservice training. (Author)

Interaction during feeding sessions between preterm infants (N=21) and their mothers and interaction between full-term infants (N=22) and their mothers were compared. Mothers and babies were from a low-income, inner-city population. (Author/MP)