Theoretical concepts from multivariate developmental psychology and systems theory are used to describe qualitative and quantitative change in three cognitive subsystems: perceiving, conceptualizing, and symbolizing. Available from: Ablex Publishing Corporation, 355 Chestnut Street, Norwood, New Jersey 07648. (CL)

Two models of intertask relations, Wohlwill's divergent-decalage and reciprocal-interaction patterns, were evaluated for their fit to cross-classification tables which showed the joint classification of 101 children's performance on all possible pairs of eight concrete operational tasks. (SB)

A test of motor stage theory was conducted to screen cross-sectionally for the existence of "horizontal structure" among motor sequences within four movement components of overarm throwing and overarm striking for force. Subjects were 58 preschool and elementary school boys. Findings are discussed. (Author/MT)

Used an event-sampling procedure to determine developmental patterns of sex differences in verbal aggression of 32 nursery school children. Verbal aggression was more common than physical aggression for both sexes. Another study that sampled free speech of first, third, and fifth grade children found only fifth grade boys significantly more…

Five studies investigated children's perception of scale and contour in melodies. It was found that young children can detect key transposition changes in familiar and unfamiliar melodies and are sensitive to melodic contour over transformations that preserve it, yet distinguish spontaneously between melodies with the same contour and different…

Points out the progress in the clinical literature in helping people deal with the event of death but argues there is great neglect in the literature regarding viewing death as a perspective, and its valuable clinical use. By referring to Heidegger's contributions to existential psychology, explains what is meant by this perspective and its…

The normal development of literacy is described, and a model consisting of three phases corresponding to the acquisition of logographic, alphabetic, and, finally, orthographic skills is proposed. Breakdown at any stage results in a specific type of literacy disorder as well as the development of compensatory skills. (Author/DB)

Examines the development of integration and comprehension monitoring in four-, five- and eight-year-olds. Children listened to stories containing a nonspecific premise, two sentences that converged on an interpretation of the premise, and an anomalous sentence. Results were interpreted as evidence for three developmental levels of integrative…

Surveyed 300 unemployed persons to examine stress and adjustment patterns associated with job loss. Results indicated participants generally experienced the five stages (denial, anger, bargaining, depression, and acceptance) faced by the dying. Loss of income and loss of self-image were rated the most stressful factors. (JAC)

Hypothesized that audience pressure would prove most detrimental to the skilled performance of adolescents (due to vulnerability to self-awareness) but not of children. Performances of skilled players of video games with and without audience indicated a curvilinear relationship between age and performance change which confirmed the hypothesis.…

Explores implications of two cognitive development perspectives for characterizing ontogeny of causal reasoning. Reviews literature on causal reasoning in the preschool years and concludes that the hypothesis of an invariant causal scheme is only partially correct. (Author/SO)

Studies of normative ages of speech sound acquisition vary in speech sample and methods used. Review of studies which sample spontaneous speech indicates that these data have characteristics that make them difficult to use as norms. Desirable characteristics of normative investigations of speech and sound acquisition are proposed. (Author/CL)

The author describes nine separate stages of help that reflect the normal process of pupil improvement and some of the corresponding teacher skills. Stages begin with the "honeymoon stage," including active resistance, limited testing, beginning trust, and achievement, and concluding with expression of genuine feelings of sadness and attachment.…

The study examined whether learning disabled students differed in development of proportional reasoning and whether their disability was in the use of symbols and language rather than ability to solve proportional problems. Developmental scalograms supported the hypothesis that LD Ss' proportional reasoning abilities are developmental, not unlike…

Twenty-six children with a mean age of four years eight months were observed in order to describe situational antecedents and immediate consequences of social comparison exchanges. Findings support the assertion that preschool children are cognitively capable of simultaneously taking self and others into account. (Author/MT)