The social-perceptual abilities of 64 learning disabled (LD) and non-LD elementary school students were compared using the Test of Social Inference. The increase in social-perceptual ability with chronological age suggested a developmental lag rather than deficient social functioning of the LD students. (SEW)

Reviews the Piagetian description of the stages of development of children's drawings, points out the influence of task demands on drawing performance, and asserts need for a new theory. An alternative framework is discussed and recent research illustrating the alternate theory and methodology is reviewed. (Author/RH)

Explored the interactional effect between victims' (N=30) adult developmental stage and their coping and emotional reactions following a myocardial infarction (MI). The findings point to the usefulness of adult developmental psychology in understanding the divergent emotional and coping reactions of MI patients across the life-cycle. (Author/JAC)

A counseling approach encourages students' development of job-applicable, career-transferable skills to meet the changing demands of specialization, automation, mobility, urban growth, and industrial trends in the job market. These include writing; speaking; research; and analytical, organizational, leadership, interpersonal, and quantitative…

A study indicates that many elementary-age disabled readers pass through the same developmental stages in acquiring complex syntactic knowledge as do average and above-average readers. (CJ)

Reports a two-year longitudinal study of 55 adolescents and young adults who were divided into three groups and given Reflective Judgment Interviews and the Concept Mastery Test to investigate sequentiality of reflective judgment stages. Results indicate support for seven hypothesized shifts in epistemic assumptions over time.(Author/RH)

This paper reports the development and standardization of the Moral Development Scale (MDS), an individually-administered set of tasks designed to assess the overall level of moral reasoning within a Piagetian framework. Data are presented on the scale's reliability and validity as well as norms derived from the cross-validation sample. (Author/BW)

The use of the diagnosis "borderline" was evaluated with 16 children (6 to 13 years old) who were referred for comprehensive evaluation. None met DSM III criteria for borderline personality disorder. The borderline label had a negative impact on some children and was not helpful for treatment planning or disposition. (Author/SEW)

The processing of a transitivity task by 7-, 9-, 11-, and 13-year-old learning disabled children was studied. All Ss, regardless of age, received highest scores on tasks involving linguistic input. There was no evidence of a developmental shift from spatial into linguistic reasoning. (Author/SEW)

Provides an overview of Kohlberg's five stages of moral reasoning and Damon's levels of positive justice. Argues that a conditioning approach to moral development is inadequate, suggesting teaching methods for facilitating moral development based on helping children understand principles and reasons. (RH)

Reports analyses by topical cycle and group meeting of nine videotaped group discussions to extend Bales and Strodtbeck's often cited phase research. The analysis by group meeting suggesting an underlying motivational structure for phase progression, offers support of a three-phase hypothesis. (Author)

Examined grandparenthood as a role relationship. Grandmothers, in describing transition to grandparenthood, tended to emphasize emotional/symbolic investment in grandchildren rather than instrumental/interactional dimensions of relationships. The data suggest that grandparental role conceptions are modified by family network variable: Ambiguity in…

Many researchers, wishing to generalize to large numbers, have turned away from Piaget's measurement techniques to group paper-and-pencil tests. The psychometric properties of these tests and their statistical links with other constructs are examined, along with the relationship between the observed products of mental effort and their underlying…

The Piagetian developmental stage of concrete operational thought and the theoretical groupement structures underlying children's performance of 12 concrete operations tasks are discussed. Tasks were shown to develop in five related sets. Three factor structures were found in this longitudinal study. (Author/CM)

Indicates relationships between children's graphic expressions and thinking, writing, and reading. It is concluded that, if children are motivated to verbalize about personal experiences they have expressed graphically, they probably will be additionally motivated to read what they have written. (Author/RH)