Examines the nature of complementarity reasoning, its relations to logical, analogical, and dialectical reasoning, and its function for resolving the many perceived contradictions and paradoxes that characterize religious life. Argues that complementarity reasoning is crucial to religious development and this type of reasoning is reached toward…

Superimposes findings of research in learning disabilities on Piagetian stages of cognitive development. Results suggest that during sensorimotor stage, diagnosis of learning disabilities is difficult. Findings suggest delay exists in cognitive development of learning-disabled children during elementary school years, which corresponds to…

Presents developmental approach to career guidance consistent with the developmental philosophy of contemporary elementary school counseling programs. Looks at program development and evaluation, and discusses these aspects of elementary school career development program: counseling with children, parent counseling and training, and developmental…

"Turning Points," Carnegie's report on young adolescents, rejects small-scale, incremental school reform in favor of sweeping transformation. The report takes aim at twin targets: junior high schools that have not grappled with developmental appropriateness issues and middle schools that have developmentally appropriate forms, but have weakened…

Waldorf education, rooted in the spiritual-scientific research of the Austrian scientist Rudolf Steiner, conceives man/woman as a three-fold being of spirit, soul, and body whose capacities unfold in three developmental stages: early childhood, middle childhood, and adolescence. Waldorf schools educate the whole human being--head, heart, and…

Children (n=120) were examined as they responded to a picture in a sentence-completion task using a past tense irregular verb. Some irregular verbs were correctly produced by age three, but others were still not mastered by age nine. A preliminary order of development of the verbs is offered. (Author/JDD)

Examines the way third, fifth, and seventh graders evaluate evidence and reasoning with argumentative criteria to determine the extent to which children develop argumentation skills naturally. Finds that nearly all children adequately judged evidence and reasoning in arguments, and children exhibited systematic changes in ability to analyze…

Explores the relationship between speech and spelling in a case study of developmental dyslexia. Finds that the 14-year-old subject's articulation difficulties were recapitulated in his spelling. Suggests that, although young children make use of a phonological frame on which to organize orthographic information, dyslexics are unable to do so. (RS)

Studies error detection by Swedish children. Finds that the sixth-grade children were better at the task, that errors were easiest to detect while listening, that errors were easiest to detect from paper copy, but that fourth graders detected more errors when reading from the moving window. (RS)

Phonetic inventories of nine children (5 years old or younger) with profoundly impaired hearing who used the 22-electrode cochlear implant were monitored before implantation and during the first four years of implant use. Data suggested trends in the order of phone acquisition similar to those of normally hearing children, although the process of…

Reviews research indicating linguistic knowledge is not innate, that the infant brain is highly differentiated at birth, that processing biases that lead to the "standard brain plan" are innate and localized but not specific to language, and that the infant brain is highly plastic, permitting alternative "brain plans." (Author/CR)

Building on the literature of college teaching and adult development, a model describing evolution of faculty perspectives on teaching at various developmental stages is presented. The model comprises five interrelated positions: three stable periods (egocentrism, aliocentrism, systemocentrism), and two transitional periods. It integrates the…

One of a series of letters to parents of children with developmental apraxia of speech, this letter discusses the characteristics of the disorder including having been a "quiet" baby, slow and late development of speech skills, problems sequencing sounds and syllables correctly, and problems in correct "voicing". An appended…

Tested hypothesized relationship between development of a theory of mind and increasing computational resources in 3- to 5-year olds. Found that the correlations between performance on theory of mind tasks and dual processing tasks were as high as r=.64, suggesting that changes in working memory capacity allow the expression of, and arguably the…

Three experiments examined the relation between language acquisition and other symbolic abilities in 18- and 26-month-olds. Found that 18-month-olds spontaneously interpreted gestures, like words, as names for object categories. At 26 months, they spontaneously interpreted words as names and novel gestures as names only when given additional…