The social development of 59 kibbutz-reared five-year-olds, whose attachments to mothers, fathers, and metaplott were assessed when they were 11 to 14 months old, was investigated. Findings raise questions regarding the developmental significance of attachment relationships with various significant adults. (RH)

Considers the period of adolescence and describes how cognitive-developmental concerns might apply to the understanding of adolescent problems in interpersonal and affective adaptation. Also investigates ways in which intervention practices with adolescents might be placed within a cognitive-developmental context. (PCB)

Describes the changing social characteristics of early adolescence; provides research finding implications of the effects these changes have on the school climate and academic acheivement and offers suggestions to middle school educators who interact daily with early adolescents. (BB)

The concept of entrapment, viewed as a conceptual framework for social interaction skills training, is a behavioral process whereby newly acquired social responses come under the control of naturally occurring reinforcers, usually the social behavior of peers. Selection of target behaviors and intervention procedures to promote entrapment are…

Type and quality of nonfamilial child care were found to have no significant effect on peer social skills, sociability with strange adults, and child personality. The major determinants of personality maturity were background variables. Prior social skills and age were the best predictors of peer social skills. (PCB)

Describes early admission as the first step in adjusting formal educational programing to meet the educational, social, and emotional needs of intellectually advanced children. Emphasizes the benefits to the child and potential benefits to society of meeting the intellectually advanced child's needs, advocating that school systems establish early…

Examined differences in social and cognitive functioning of 38 divorced- and 42 intact-family preschool children enrolled in day care. Also explored relationships of environmental factors (such as family and community support and substitute child care) to child adjustment. Findings have implications for research and direct service to preschoolers…

Indicates that (1) children's violations decreased with age; (2) in the dyadic context, fathers assumed a more directive role in response to children's violations than did mothers; (3) there were no between-parent differences between parents regarding reactions to children's violations in the triadic context. (NKA)

Analyzes Paule Marshall's "Brown Girl, Brownstones" as a novel about a Black girl's necessary struggle to release herself from an emotionally intense relationship with her mother. Argues that the daughter's conflict is resolved only after she accepts her identification with her mother as a Black woman. (KH)

Using evidence from recent research studies, it is argued that population growth is not a major obstacle to the social and economic growth of developing nations. (RM)

Using a longitudinal design, investigates the interactive behaviors of mothers of normal infants and mothers of infants who are known to differ on a host of cognitive, behavioral, and biological parameters. Examines the developmental course of emotional expressivity in these infants. (HOD)

Challenges the effectiveness of housing professionals in programming and student development. Identifies four problem areas that call for educational leadership responses: (1) volatility of student living conditions; (2) program inadequacy and contradiction; (3) institutional narcissism; and (4) absence of faculty role models. (JAC)

Many aspects of social change in the United States are reducing the amount of caring and interpersonal contact available to children, thus enhancing the likelihood of social failure. Schools and other social institutions can be reorganized and redirected to provide more positive social support. (PGD)

Describes the Higher-Order Thinking Skills (HOTS) Program developed to help Chapter 1 students learn better thinking skills that improve basic skills and social confidence. (MD)

Evaluates fourth-to seventh-grade children on two aspects of social cognition: interpersonal understanding and means-ends problem-solving ability. Relates the two variables to sex, age, IQ, social class, and multiple dimensions of competence. Both variables significantly correlated with I.Q. while interpersonal understanding also correlated with…