Infants were observed at 10, 12, and 14 1/2 months to test whether social interaction among infant peers develops as a by-product of object-centered play. Age differences were noted. Object-centered contact did not influence early social interaction; long interactions emerged at later ages regardless of whether or not toys were present. (Author/DB)

A multiple baseline was employed across two mentally retarded institutionalized adults to test a self-instructional method of training social skills. The treatment was found to be effective and saved staff time as compared to the standard method of social skills training. (Author)

Traces the development of printing and other technologies of communication. Discusses their impact on society. (JMF)

Argues for a constructivist theoretical approach to the developmental study of the self, an approach which focuses on self-other differentiation and acquisition of categories of self. (SS)

Reviews writings of philosopher Martin Buber with regard to his position on the power of education to bring about a revolution from within society against political force and the concentration of authority. Buber believed that the objective of education was to educate individuals to authentic social consciousness and political purpose. (Author/DB)

Tests were conducted to determine if domestic chicks would respond to multiple social separations with the cumulative disruption of social development seen in other species. (Author/SS)

Discusses harmful myths or stereotypes that adults have about adolescents and proposes a realistic appraisal of adolescents' needs based on their developmental tasks. (SS)

Social development is an important and integral part of reading readiness; the reading teacher must be aware of the social skills needed for productive growth in reading and the techniques involved in developing them. (HOD)

Reviews research studies, available through the ERIC system, on the interaction of cognitive, social, and language development, drawing implications for language arts instruction. (DD)

The role of cognitive development in the formation of social judgments was investigated in 2 experiments examining children's use of task outcome information in attributional judgments of ability and task difficulty. (SB)

Analysis of questionnaires completed by 112 young adolescents showed that frequency of conflict was significantly related to ratings of the friend's importance and satisfaction with the friendship, but was not related to sibling relationship ratings. Developmental implications of relationship differences in interpersonal conflict are discussed,…

Defines "collective creation" as a collaborative process undertaken by actors/students and their director/teacher and the resulting creative product. Describes a study of a collective creation as an instructional practice. Suggests that collective creation teaching approaches might work effectively to serve social justice purposes in the…

Traditional notions of literacy have been transformed regarding usage, purpose, context, and symbolic meaning. The context of individual reading and writing efforts is always inherently social. To achieve full literacy for all students, students must use texts to empower action, thinking, and feeling in the context of purposeful social activity.…

Suggests that the model by Parke, MacDonald, Beitel, and Bhavnagri (1988) of ways that parents influence children's social development might be used to organize the study of abnormal development in children of depressed mothers. Components of a theoretical model of developmental psychopathology are outlined. (RH)

Studied 14 peer dyads at 16, 20, 24, 28, and 32 months to assess developmental changes in social coordinations. Results indicated a marked increase with age in acts coordinated with those of a peer. Imitations of the peer's nonverbal actions accounted for most of the developmental change. (RJC)