Analyzes selected aspects of Piaget's theory of cognitive development and offers guidelines for primary social studies curricula based on the analysis. (CM)

Adolescents were administered classical and practical moral dilemmas. They were asked to judge the actions of others (judgments), and to reach a personal decision and justify what they would do (deliberation). Stage of moral reasoning for deliberation on practical dilemmas was lower than moral judgment on classical dilemmas. (Author/RD)

Twenty-eight five- and seven-year-old children were reinforced for key pressing according to a DRL (differential reinforcement of low rates) five-second schedule of reinforcement. (Author)

College curricula are designed for students who operate at Piaget's "formal operational" stage of mental development, a stage that the majority of college freshmen have not attained. Modification of curricula to promote development toward this stage would (1) increase student retention rates, (2) improve financial stability, and (3) promote equal…

Findings indicate that there are differences in rate and extent of development between subjects from different social environments. It is also shown that rates of change within a social group are not uniform and that differences between groups may decrease with age. (Author/AM)

Tests Ausubel's (1960) subsumption theory of learning in the context of children's use of causal and logical connectives. Predicts that the acquisition of prior cognitive structure organizers would facilitate the learning and retention of subsequently presented concepts and logical operations and lead to a decrease of syncretic reasoning and…

A focal theory (gradual coping with stressful change); is offered to reconcile contradictions between the empirical view, which conceptualized adolescence as relatively peaceful and harmonious, and the classical "storm and stress" view. The status of two concepts, generation gap and identity crisis, are examined relative to classical and…

Theoretical conceptions of adolescence have not ignored sex differences and have indicated that the adolecent task of identity formation presents a "double blind" for the female, but not for the male. (Author)

Suggests that Piaget's theoretical perspective on children's developmental stages may provide insight into ways to help children who are not succeeding in formal reading instruction. (TJ)

Investigates Inhelder and Piaget's claim that ages six to nine or ten represent a stage in children's learning of the concepts of all and some. (HM)

Investigated with 58 gifted children (in grades 5 or 6) were differences in right and left hemispheric brain functions in the context of J. Piaget's theories of stages of cognitive development. (DB)

This paper presents a challenge to a widely cited report by Elkind which states that a large proportion of college students, particularly females, are unable to conserve volume. (BD)

The five papers included in this article comprise the proceedings of a Gerontological Society symposium entitled "The life cycle, aging, and death: interdisciplinary perspectives." Each contributor considers this topic in the context of dialectical intersections from his own theoretical framework. (BD)

In order to study possible effects of the degree of perceptual illusion, 64 kindergarten children received tests of quantitative identity and quantitative equivalence for the conservations of number and continuous quantity. (SB)

This article reviews the literature on infants' reactions to strangers, focusing on issues of assessment, reliability, and stability. (JMB)