Developmental theory is used to clarify the academic career process. Information from college professors at five vocational stages indicates that some attributes change very little, some evolve directly, and others follow indirect paths of development. Important implications for faculty and administrators are discussed. (Author/MLW)

A longitudinal study of young children's conceptions of money and its value was conducted among 80 subjects between the ages of 3 and 8 years. The research was conducted within the framework of Piagetian theory using the "critical method." Results demonstrate that the development of the notions under investigation proceeds in six…

Suggests that elementary self-contained classroom teachers be provided with specific statewide content guidelines. The content should be based upon Piaget's theory of cognitive development. (Author/KC)

Reviews evidence for a developmental sequence in symbolic play and attempts to provide a theoretical rationale for predicting correspondences between symbolic play and early language. (Author/RH)

Research evidence suggests that there are natural variations in children's learning, many of which can be categorized by age and sex. Educators must become knowledgeable about brain growth and its curricular implications. (SK)

Discusses Robert Havighurst's study of developmental tasks for stages of life from infancy to older adulthood. Discusses the relevance of the findings in relation to adult education. (JOW)

Discusses the use of cognitive explanations in attempting to account for linguistic regularities in language acquisition. Theories are discussed concerning first and second language acquisition. The developmental theory of Piaget is outlined along with its application to the cognitive theories of language acquisition. (PJM)

Seven-year-olds and university students were questioned about hidden or visible colored counters. Under certain testing conditions, the children were able to demonstrate one of the major characteristics of formal operational thought, namely the ability to reason in terms of verbally stated hypotheses without reliance on direct, physical…

Critically reviews research on developmental differences in reactions to the physically disabled in order to illustrate age-related influences and to provide a clearer conceptualization of such reactions. (Author/CM)

Fourteen preoperational retarded boys and girls were interviewed for their concepts of death. Subjects did not have realistic concepts of when they would die, or of the permanence of death, but did have knowledge of how things die. Types of replies subjects made were significantly related to subjects' cognitive level. (Author/RH)

Thirty-four boys and girls between the ages of four and nine were interviewed on their conceptions of positive justice and parental authority and were then reinterviewed one and two years later. Results suggested that stagelike development in children's social reasoning proceeds gradually, with important continuities in children's social cognition…

Time-limited and time-extended groups studied appeared to be similar in stage development with abnormalities in process accounted for by the amount of time the groups have continuously met. Support was given to the concept of stages as a series of cyclical movements characterized by clusterings of related behaviors. (Author)

Explores a methodology for determining if young children's responses to a specific training procedure could be identified as "learning" or "development." Twelve nonconserving kindergartners were administered a standard conservation of substance task, and three variations of the same task. (CM)

In this review, little support is found for Piaget's claim that with increasing peer group interaction adult authority becomes less legitimate to the child. It is suggested that the adult exerts increasing influence with age on children's moral judgment and, therefore, emphasis on peer-centered moral education may be misdirected. (Author/SJL)

The Life-Skills Training (LST) model offers an approach to developmental interventions that enhances healthy functioning. The LST model is based on the assumption that systematic life-skills acquisition is necessary for healthy growth in psychosocial, physical-sexual, cognitive, vocational, moral, ego, and emotional development. (Author)