The paper demonstrates the potential of sociodramatic and role-taking activities for promoting socially competent behavior in the retarded. Possible applicability of a variety of interventin techniques to different settings or countries is considered. The domains of role-taking and sociodramatic activities are seen to comprise an important and…

Five role-taking tasks were arranged in a task hierarchy on the basis of their content and structural aspects. These tasks were then presented to 3-, 4-, and 5-year-olds and the data analyzed by scalogram and cluster analysis. The results supported the hypothesis and revealed a fundamental structural difference among tasks. (JMB)

Examines the possibility that the detection of developmental differences in spatial egocentrism may depend in part on the use of percentage of total responses vs the percentage of errors as the operational definition of egocentrism. (BD)

Reports results of a study of the development of perspective-taking skills of 180 English children aged six through ten. Children first are able to represent the object nearest the observer, then before-behind relationships, and subsequently left-right relationships between objects. Questions Piagetian conclusions that perspective-taking ability…

Observing that a lack of focus in rehabilitation research has resulted in a conglomeration of diverse problems, methodologies, interpretations, and applications, the author suggests striving for unification of effort throughout the field by overcoming three impediments in three areas (political, logistical, and heuristics) and by building…

The subjects were 25 preschool children ranging in age from 3.2 to 5.3 years. Five perceptual role taking tasks were adapted from Flavell and his colleagues. The Beller rating scales were used to rate dependency. (MS)

The relationship between perspective taking ability and quality of social behavior was investigated with 16 autistic children ranging in age from 6 to 14 years. Results indicated perspective taking ability correlated significantly with two measures of social skills whereas receptive vocabulary and nonverbal intelligence did not. (Author/DB)

Examines an ethnographic study conducted on members of the American Educational Studies Association (AESA). The findings indicated major issues facing AESA are: (1) its organizational identity; (2) developing and maintaining its power base; (3) carrying out the organization's mission; and (4) exercising AESA's political mandate. Concludes with…

Discusses the grandparent-grandchild relationship and its implications for counseling activities. Reviews the historical and contemporary role expectations of grandparents and grandchildren, the reciprocal significance of this relationship, and ways to use the relationship in counseling services and programming in various settings. (Author)

Conflict ranges from minor squabbles to dysfunctional relationships to all-out war. At its core, conflict is disharmony, dissension, division, and discord between people, interests, or ideas. Managing conflict is important in many environments and is the key topic of this guidebook. Examples and steps are presented that allow employees and…

Empathy is a critical factor in maintaining peace, respect and civility in our schools. The experience of reciprocal affect and accurate perspective taking comprise the components of empathy and stimulate the motivation to ameliorate the condition of another. The cognitive, physiological and social development of empathy is described with…

The relationship between empathy and style of leadership was investigated. Small groups of undergraduates were assessed for predictive and perceived empathy and for leadership style. Multiple regression analysis indicated that predictive, but not perceived, empathy was a significant predictor of leadership style. Other components of leadership…

Findings suggest that cognitive complexity plays an influential role in the development of children's ability to provide accounts for conversational deviance, as well as their ability to provide alternative strategies for the completion of conversations disrupted by improper turn-taking. Social perspective-taking and communication adaptation…

Suggests that role playing can offset problems in teaching values clarification and moral reasoning at the elementary school level. Because role playing relies heavily on activity, it circumvents the problem of having a dilemma dealt with by discussion only. Role playing also allows students to take the perspective of others. (Author/KC)