Attempts to show one way in which cognitive theories can be used to draw implications about development during adolescence. Epstein's theory of self-concept (1973) is presented along with a discussion of Piaget's formal operations stage. (Author/RK)

The work of John Wilson, now teaching at Oxford University, as moral educator is summarized and evaluated. His rationalist humanistic approach is based on a componential characterization of the morally educated person. The rationale and conceptual status of the components is discussed. His position is compared to that of Peter McPhail, R. S.…

Examines the relationship between the fantasy development and conservation performance of second grade children. Results suggest that children's ability to fantasize is not significantly correlated with performance on conservation tasks at this age level. (BD)

Five arguments are presented as to the inappropriateness of Piaget's "stage of formal operations" as the final stage of cognitive development. (MJB)

This study documented a developmental model of children's understanding of the simultaneity of two emotions. Fourteen children at each of the nine age levels from 4 to 12 were studied. Children were questioned about (1) two emotions of same valence directed at the same target, (2) same valence/different target, (3) different valence/different…

This article presents practical guidelines for parents dealing with the issue of sex education for hearing-impaired children. Promoting positive parental attitudes, these guidelines provide information on children's sexual growth and development, suggest ways to initiate and respond to sexual issues, and identify sex education resources.…

Language impaired subjects (N=10) at each age level from 6 through 10 were evaluated for ability to correct grammatical violations of word order. Normal 6-, 7-, and 8-year-olds performed better than language impaired age-matched peers, and language-impaired 9- and 10-year-olds performed better than younger impaired subjects. (Author/DB)

Investigated relationship between suicidal adolescent girls (N=40) and borderline phenomena, and examined separation anxiety in suicidal girls. Results suggest that adolescent suicide is a borderline phenomena that has its roots in the early separation-individuation phase of development, resulting in separation anxiety. (Author/ABB)

Interviewed 76 late adolescent New Zealanders to assess ego identity status two years after their initial assessments. Found some support for a "focal model" of domain resolution, whereby psychosocial identity issues are addressed sequentially rather than concurrently, and few sex differences in either developmental patterns of change or…

Examines evidence of justice and care perspectives in 46 men's and 34 women's discussions of actual moral conflicts. Also considers whether an association between moral orientation and gender exists. While gender differences are found, findings suggest that people know and use both justice and care perspectives in their moral orientations. (RH)

Presents major themes in the literature on depression in childhood and adolescence, discussing diagnosis, theories of origin, and interventions. Advocates research on specific symptoms and syndromes of depression at various developmental ages and levels to develop reliable criteria for diagnosis, enhance knowledge about risk factors and…

The author outlines a five-stage conceptualization of the differences in the construction, content, and mode of teaching and learning at various points in his own professional development. Each stage represents a different "focal length" or movement from tight and unvarying agendas to more elastic and accommodating imaginings. (GEA)

Tested the hypothesis that understanding of the pretend-real distinction develops earlier than understanding of the theoretically related apparent-real distinction. Found 3-year-old children consistently performed better on pretend-real tasks than on apparent-real tasks, even when the tasks were identical except for the distinction tested. (SKC)

Examined the validity of an elaboration of Stoltenberg's developmental counseling supervision model. The Supervision Level Scale classified predominant developmental level of supervisees and supervision environments. Supervisee developmental level and supervision environment level were related to mean semesters of supervisee-supervised counseling…