The authors outline the concept of self-event relations and propose that adolescents accomplish narrative identity construction in part by building relations between self and experience as they tell stories about their lives. They outline different types of self-event relations and consider how they contribute to building a sense of identity. They…

This article explores the unique and personal experience of learning within a broader framework of development called skill theory. The framework offers a perspective for recognizing within a diversity of experiences a stable order of increasing complexity in skills that individuals display as they execute or demonstrate changes in their…

The experiment reported here tested impacts of New Hope, an employment-based poverty intervention for adults on developmental patterns of children's participation in structured out-of-school activities, using a cross-sequential design spanning ages 6 through 19. New Hope increased participation in activities (lessons, sports, religious, clubs,…

Using a dynamic systems approach, examined the development of intralimb coordination over the first year of independent walking in three infants. Found that, in the first month of walking, there was much instability between the thigh and shank of the leg, but after three months infants appeared to have found an adult-like stable coordinative…

Differences in motoric and instrumental activity of daily living skills were compared between 1,442 people with autism and 24,048 people with mental retardation. Autistic children, age 5-12, had better developed skills than mentally retarded children matched by age and intellectual level. With increasing age, more developed instrumental skills…

A resource and activity guide for the developmentally disabled that focuses on fine motor skills is presented. Attention is directed to fine motor behavior during the first year (vision, grasp, and release and reaching), and behaviors developing at 13 months (the interaction of fine motor and cognitive skills). An introductory section considers…

A resource and activity guide for the developmentally disabled that focuses on methods to teach students skills essential to learning is presented. It is noted that once students begin to acquire these critical skills, they can become active participants in group learning activities, rather than waiting for their turn in individual sessions. They…