Determined the degree to which classification of students (N=512) as formal or concrete based on three Inhelder tasks administered by clinical interview method was mirrored by Longeot and Karplus-Lawson-Renner (KLR) classifications. Results indicate that Longeot and KLR differentiate between concrete/formal operations and are discussed from…

Suggests that the developmental stage of an individual receiving human-relations training is of critical importance in determining whether the training will be effective and easily incorporated. Reviews human-relations training models and what is known about the development of college students and suggests additional research. (Author/JAC)

The author presents an overview of social development, including new findings concerning moral development and self-differentiation. Emphasis is placed on the role of peer interactions, rather than adult authority, in shaping and advancing the child's self-constructed moral values. (Editor/SJL)

Examined the effects of social age status and gender on perception of control of work, home, and school situations. Adults perceived the greatest control through the ability to influence powerful others. Adult females perceived greater influence than adolescent or retired females but the same as males of any age. (Author/JA)

Two experiments were designed to investigate among kindergarten through third-grade children the development of character constancy -- the belief that other's or self's personality characteristics are stable across time and do not change despite changes in appearance. It is proposed that character constancy of self and other is a product of both…

Reviews current brain research and implications for science instruction. Includes discussions of correlations between Piagetian stages of cognitive development and human brain development, arousal and attention mechanisms, and hemispheric specialization. (SK)

Assesses relationships between child vulnerability to stress, birth order, and stage of family development. Identified four stages of family structure. Results showed vulnerability of first-borns and last-borns shifted across stages in a complementary fashion. Interpreted results in terms of a linkage between emotional symptoms and family…

Human beings must realize the great unknowns in the material makeup and operation of the brain, in the relationship of brain to mind, in the creative imagination, and in the uniqueness of the psyche. The essential feature of the dualist-interaction theory is that mind and body are independent entities which somehow interact. (JN)

Three developmental approaches in teacher education are described. The first approach entails matching curriculum content with teacher concerns, enabling teachers to be motivated to learn. The second approach considers teacher development as a form of cognitive development. The third approach is a style of inservice work emphasizing self-directed…

A life-span human development model of learning in early childhood is presented. Learning is viewed as a human enterprise which spans the entire lifetime and involves interaction among people. The bounds of interaction are derived from philosophy and from the biological and social behavioral sciences. (JN)

Examines developmental patterns in the solution of verbal analogies. Twenty subjects in each of grades 3, 6, 9, and in college were tested on their relative abilities to solve 180 verbal analogies based on five different verbal relations. (CM)

Provides justification for the maintenance of a university elementary school. Emphasizes the school's function as a laboratory of applied psychology and its scientific aim. Discusses the contrasting educational approaches associated with contemporary and previous psychological theory. Analyzes three stages of a child's growth to link psychological…

No single leadership style insures success. The relationship between leader and group members is more important. Healthy, cohesive groups tend to follow a developmental scheme beginning with testing limits and ending with commitment that leads toward personal effectiveness. (JAC)

Soviet teaching experiments, based on the research of P. Ia. Galperin and of V. V. Davydov, are described, in which children are taught abstract concepts before they are provided with concrete examples. (GDC)

The educational implications of Piaget's concept of intelligence provide a framework for the application of theory to educational practice. The uniqueness of individual learning is compared to stage-based teaching. Social interaction is viewed as one of the major forces in cognitive development. (JN)