Explores continuity between the philosophical positions: French poststructuralist Gilles Deleuze and John Dewey. Aims to open up consideration of Deleuze's philosophy to educational theory and practice in the context of current debates and in line with Dewey's legacy. Concludes the paper by affirming Deleuze's place in the contemporary scholarship…

This paper is a philosophical analysis of Heidegger and Nietzsche's approach to metaphysics and the associated problems of nihilism. Discusses the two philosophers offer a critique of Humanism while upholding education as the wellspring of values in society. Concludes that ethical evaluation of new forms of knowledge is crucial to human…

Observed 10-, 26-, and 42-month-olds playing under several distraction conditions to describe development of attention and distractibility. Found that casual attention decreased and focused attention increased with age. Ten-month-olds were more distractible than older children, even during focused attention. Infants were most distracted by the…

Interviews 11 self-defined underachieving college freshmen. Synthesizes 13 definitions of achievement by students. Analyzes the interviews repeatedly to produce a list of the students' concepts of achievement, arranged from the most common to the least common. Finds each student held more than one definition of achieving, some definitions in the…

Explores ways that higher education can reintegrate cognitive learning and personal development. Discusses a developmental conceptualization of learning and outlines strategies that help students connect learning in college to their lives. Provides both curricular and cocurricular examples and stresses the importance of a shared vision of…

Examines the relationship of age and two dimensions of self-esteem using a national sample of adults in the United States. Findings indicate that those over age 65 experience heightened levels of self-esteem, especially on self-efficacy, compared to their younger counterparts. Implications for findings are discussed. (RJM)

Discusses how friendships are transformed from equality-based exchange relationships during early childhood into need-based communal relationships during adolescence. Builds upon thesis that developmental changes in friendships can best be understood using both deep- and surface- structure levels of analysis. Examines cognitive representations of…

Examined early development of guilt in 106 children observed in laboratory paradigms in which they were led to believe they had damaged valuable objects during 2 sessions at 22, 33, and 45 months. Found support for a mediational model in which fearful temperament contributed to guilt proneness, which served to inhibit children's tendency to…

Lists tips to enhance toddler-adult relationships focusing on respectful interactions and a constructive environment. Emphasizes the following developmental needs and interests of toddlers: (1) supporting development; (2) planning the environment; (3) guidance for toddlers; (4) toddler play; (5) developmental milestones for toddlers; and (6) what…

The stories of two British students in transition to postcompulsory education show how one reflected upon and was transformed by actions in the new environment. Learning and work experiences were a form of cultural apprenticeship, a social learning process that transcended relationships in formal educational institutions. (Contains 40 references.)…

Assesses developmental changes in verbal memory from the beginning of elementary school to late adolescence on the basis of data from the Munich Longitudinal Study. Suggests that overall, individual differences in verbal memory performance develop very early in life and are relatively unaffected by differences in educational experiences. (Contains…

Describes a study which examined the current matriculation preferences and developmental changes in particular listening habits of medical students during their first year of medical education. Notes that results indicated significant differences between the "people" orientation and the "content" and "time"…

Individuals tend to avoid situations they perceive as risky, but positive risk-taking experiences allow people to continue seeking challenge and growth. Campus activities programing may involve risk taking or leadership in group risk taking, either in the activities themselves or in program planning. Leaders must relate risks to group goals to…

The relationship between identity and intimacy development was studied using 71 male and 71 female college students over a 5-week period using 3 theoretical models reflecting possible gender distinctions. Cross-lag panel correlation investigated the validity of the models. Evidence in support of the models is evaluated. (SLD)