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)

Summarizes the events at the summit conference at Camp David in 1978 that led to a peace treaty between Egypt and Israel, using a day-by-day account based on published records and interviews with participants. The phases of group development are analyzed from a functional perspective. (JAC)

Analysis of videotaped interaction of 20 hearing impaired preschoolers showed that Ss were acquiring language using the same semantic categories, syntactic forms, and functional uses as normally developing children but at later chronological ages. All of the hearing-impaired children were developing a rule system consistent with patterns of normal…

Assesses five- and 10-year-old children's understanding of second-order belief structures in acted stories in which two characters were independently informed about an object's unexpected transfer to a new location. Results show unexpected early competence around age six or seven under optimal conditions when inference of second-order beliefs is…

A study of developmental changes in the use of strategies to eliminate interference from irrelevant information in memory were investigated in two studies involving mildly retarded students and adults. Results revealed clear developmental progressions in selective remembering from childhood through adolescence but a regression in adulthood. (CL)

Investigated the association of vocational identity with vocational development by administering the Vocational Identity Scale, the Medical Career Development Inventory, and the Ego Identity Scale to 143 first- and second-year college students with the same career aspiration. Results indicated that vocational identity related to both degree of…

Good teaching can be divided into three conceptual categories: science-research, theory-philosophy, and art-craft. The author defines and discusses these categories in terms of the developmental stages of teacher growth. (MT)

Conceptual and empirical evidence generally tends to support the assumption that self-actualization is related to moral maturity, in particular to transitional or post-conventional moral reasoning. Because the evidence is largely correlational, the precise nature of the relationship has yet to be clearly determined. (RM)

A successful program for young adults illustrated how hospitals and other agencies can respond effectively to the interrelated challenges of parenthood, marriage, and work. (Author)

Provides a chart delineating some of the benchmarks in the writing development of elementary school children. Offers a variety of suitable program strategies with which teachers can modify their writing programs to suit the developmental stages of their students. (HTH)

Describes the ideas proposed by James Mark Baldwin which anticipated much of Jean Piaget's work. The goals, genetic approach, and epistemological assumptions underlying Piaget's inquiry into cognitive development found explicit statement in Baldwin's work. Discusses Baldwin's current importance for psychology. (Author/CB)

The beginnings of representational play were examined in 16 visually impaired children (18-38 months). Nine children demonstrated some symbolic acts at a mean age significantly earlier than the literature suggests. Presence of symbolic acts was significantly related to use of the word "no," two-word combinations, and general sensorimotor skills.…

Indicates that human beings do not develop to the maturity of genuine adulthood. Adult educators must address the implications and consequences of assuming consensual collaboration to be the appropriate relationship for human beings. (JOW)

Presents the second part of a report on the matrix model for the study of small groups considering implications of the model and its translation into operational terms. Addresses primary group tasks such as identity formation, modes of relating, and reality adaptation. (LLL)

One hundred and sixty gifted children (4-11 years old) participated in a study confirming a hierarchy of difficulties for logic activities and the existence of a developmental trend in logic learning. (CL)