Observations were made of the social participation, constructiveness of play, and communicative interactions of developmentally delayed and non-delayed preschool children as they interacted in heterogeneous groups. The only significant effect of heterogeneous group composition on the children was reduced inappropriate play by severely delayed…

Aspects of daydreaming and associated mental activity were examined for sex differences in well-educated middle class Whites aged 17 to 92 years. Females reported daydreams of a problem solving nature, and lower levels of daydreams of a sexual, bizarre-improbable, heroic and achievement-oriented nature. Daydreaming contents decreased with age.…

Examines the graduate school experience in terms of three developmental stages: initiation, maintenance, and termination. Discusses social roles, developmental tasks, and coping behaviors of graduate students at each stage. Proposes an anxiety-support model that addresses relationships between student anxiety and faculty support. (Author)

Goals of the study, among others, were (1) to refine a system for assessing the developmental level of persuasive strategies, and (2) to test the hypothesis that children employ more advanced persuasive strategies when addressing unfamiliar rather than familiar persuasive targets (strangers v parents). (JMF)

Couples (N=336) were interviewed for their perceptions of the fairness of their own and their spouses's efforts in the family roles of cooking, housekeeping, provider, companion, and parent. Perceived equity in family roles tended to increase over the life cycle for both husbands and wives, but some differences existed. (Author)

Argues for the studying of the language learning process itself, rather than doing contrastive or error analyses for determining the source of error in second language acquisiton. Longitudinal and cross-sectional studies can help determine the language learning stages. A multidimensional model of language learning is proposed. (PJM)

Contains an amalgam of ideas and observations concerning the special needs of junior high and middle school students. (RL)

Thirteen programmatic factors are identified and considered for their role in fostering social integration in mainstreamed settings. (CL)

Preoperational and concrete-operational first and second graders performed on a training task and a generalization task prior to and after serving in one of five instructional groups. The instructional groups were: no-training control, specific self-instruction, specific didactic control, general self-instruction and general didactic control.…

The goals of developmental group counseling are closely aligned to life-coping skills. They include helping members to do the following: (1) know themselves; (2) develop self-acceptance; (3) master developmental tasks; (4) develop self-direction, problem-solving, and decision-making abilities; and (5) develop sensitivity to the needs of others.…

Presence and labor-force activity of nonnuclear members varies systematically with changes in the support demands fostered by changes in the size and age composition of the family household. Continued affiliations with kin help insulate the family against pressures that accompany the family formation process. (Author)

The negative stereotype of the aged vanishes when older adults are educated, affluent, and healthy. Anecdotal replies indicated many older adults are satisfied with their lives, do not feel old or useless, and feel activity is the key to happiness. (Author/JAC)

The sequence of planning was the same for all groups and included a resource-planning stage followed by a relationship-planning stage. Retirement programs for rural couples should focus on those in their forties and should involve both spouses and family members. (Author/JAC)

A total of 111 boys of fourth-, sixth-, and eighth-grade ages were put into situations in which they had an opportunity to donate money for crippled children. Results support the supposition that the motives for helping behavior develop with age. (RH)

This article reviews the major principles of Piaget's stage theory of cognitive development (equilibrium, structure, and scheme); outlines his two stages that best characterize elementary children (preoperational thought and concrete operations); and describes features of the child's artistic growth during these two stages. Questions needing…