The introduction of life-coping skills into the preschool curriculum provides the catalyst for the acquisition of skills essential for the development of a healthy individual. Life-coping skills taught at this level allow for the engagement of the child's entire developmental spectrum. (Author)

Those who preferred principled levels of moral reasoning were seen as being dependable, rational, creative, intelligent, and accepting of rules and constraints of society, but at the same time, able to think independently and aware of the need for change. (Author)

The article describes a 10-stage symbolic play language scale and relates the language concepts and structures associated with each developmental play stage. (PHR)

Tells how children's spelling strategies offer a glimpse of their knowledge about words; describes a study indicating that children's knowledge about words develops sequentially and systematically over an extended period of time. Discusses implications of the study for spelling instruction. (GT)

This study involved the construction of a theory and scoring manual for assessing the developmental stages of individuals' concepts of marriage. Four stages (Magical, Idealized Conventional, Individualistic, and Affirmational) were identified. Reliability was acceptable. Correlations with age, schooling, ego development, and years of marriage…

The author presents information related to brain growth and intellectual capacity. Work on early adolescent (ages 10 to 15) brain growth, its effect on cognitive development, and the implications that such research has on the capacities of early adolescents to learn are discussed. (Editor/KC)

A cross-sectional study of language comprehension in relation to cognitive functioning in 48 10-to 21-month-old children, four at each month of age, revealed significant correlations between comprehension and five sensorimotor subscales. (Author/PHR)

Defining "sophomoritis" as a problematic phase in the transition from conventional to principled moral judgment, the author describes an experimental course, Psychology 448, designed around this problem. The course sought to integrate introductory ethics materials with Kolhberg's moral development theory. Effects of the course on…

Reviewing the literature on mid-life, the author concludes that many changes occur during middle age, but a mid-life crisis is not universal or age specific. (SK)

Analyses of the syntactic development of profoundly deaf children have revealed nonstandard stages in the evolution of verb phrases. A reading task required subjects (ages 12-13) to recognize the time-reference of simple sentences. Results supported the prediction that stage of development in verb-phrase production influenced perception.…

By following disorders over time, particularly into later life, and by studying changes that occur with the aging process, one sees new findings and clues emerging. These new leads can add to understanding mental illness and its treatment as well as human development in general. (Author)

Group process is defined as the change taking place in interactions among individuals over time. Examines how this occurs within growth-oriented groups that have certain developmental characteristics in common, even though specific group objectives may vary. (Author)

Imagery as it relates to creative imagination, incubation, and right brain activity, and as a subsystem of the General Systems approach, is discussed in terms of gifted education. Considered are the theories of G. Land (transformation theory), J. Gowan (developmental stage theory), and J. Eccles. (SBH)

Assesses the ability of Pascual-Leone's Theory of Constructive Operators to predict the minimum age or maturational level at which integration of a motor task could be achieved. Subjects were 114 elementary school children ranging in age from 5 to 12. (Author/MP)

Tests the developmental memory lag hypothesis with 22 learning disabled boys on two- and three-dimensional nonverbal tasks. Finds age-equivalent recall patterns similar to those of normal children and consistent age-related differences in nonverbal recall, thereby negating the developmental lag hypothesis. (RL)