Criticizes Piaget's theory of moral development. The author argues that Piaget's equilibrium concept does not adequately account for moral development. Because no evidence supports the theoretical sequence of moral developmental stages, he concludes that Piaget's theory is not a useful foundation for the design of moral education curriculum. (AM)

Defends the educational value of reading Herodotus and Thycydides in the junior high social studies curriculum and challenges the principles of expanding horizons and relevance in curriculum. A main source of these principles is John Dewey. Students must be exposed to ideas relevant to their stages of psychological development. (AM)

Proposes a model for the understanding of the development of the cotherapy relationship. Discusses both developmental fixations and modes for enhancement of this relationship with particular reference to family therapy. (Author)

Presents a theoretically integrated, eclectic view of a decision-making, learning model of group counseling. Describes stages that the process moves through, gives the characteristics of each stage, and techniques that are helpful to facilitate this group counseling process. (Author)

Piaget's theory is identified as a branch of structuralism concerned with the concept of truth, in distinction from French structuralism, which is focused on meaning. The two branches are compared and contrasted, and relations between logic and language are explored. Similarities and differences in the theories of Piaget, Levi-Strauss, and Chomsky…

Considers evidence on the criteria and characteristics of critical period phenomena with respect to endogenous and exogenous influences. Describes and evaluates methodology of critical period research and discusses past attempts at subclassification of the field and "recovery of function" as a refutation of the critical period…

Relates cognitive psychologist William G. Perry's idea that most students undergo radical change during their college years to the teaching of freshman composition. (JL)

Argues that Kohlberg's theory of moral development and his methods of moral education have special relevance to residential treatment because they (1) provide a framework for understanding the moral decision-making process at various levels of development, and (2) encourage child care professionals of any theoretical or clinical persuasion to…

Tests a theory of life and career stages developed by Levinson. Subjects were selected from a major employer. Moderate support for the theory was found with little or no evidence to support the age-linked notion of these stages. Stages were found to be discriminable in terms of certain attitudes. (Author)

Significant correlations were found between mean play scores obtained on each play scale and the developmental level of the children. Results indicated that the collateral relationship of play to mental development found in preschool-aged nonretarded children may also be seen in young mentally retarded children. (Author)

Piaget presents an account in which children's abilities to appreciate points of view are intimately related to their capacities for operational thought. To examine this hypothesis, children ages three to seven were given tasks requiring the coordination of visual-spatial perspectives and tests of operational thinking. Subjects exhibited potential…

This article synthesizes the relationship of human development and learning to industrial arts. It discusses developmental stages and tasks according to Havighurst, Piaget, and Erikson and how they each apply to industrial arts (CT)

Jean Piaget's theory of cognitive development described what children are capable of doing at each stage of development; new research focuses on actual use of these capabilities. (Author/MLF)

Reports on a study that explored the thinking of children in three distinct age groups about written and oral communication. (FL)

After describing the moral development "stage" theories of Piaget and, particularly, Kohlberg, the authors critique assertions that such stages are universal and sequential. Using findings from anthropology and other disciplines, they demonstrate that morality is culture-specific and that one person can simultaneously demonstrate…