Focuses on the development of children's understanding of feelings. Presents a coding system which describes four levels of emotional understanding, each of which is linked to developmental differences in nonsocial, cognitive abilities. Clinical vignettes illustrate the utility of this cognitive-developmental perspective in clinical observations.…

A social development theory of self is introduced as a framework for developmental psychopathology. Built on some of Piaget's principles, the theory is taken into the social domain and used to define the movements of self and important others throughout life. (PCB)

Reviews research on quantitative and qualitative indexes of play, and relationships between play and language. Finds consistent relationships between duration and level of play throughout early development, and parallel developments in play and language. Indicates that measures of spontaneous activity and habituation in infancy predict…

Discusses whether the cognitive development of developmentally delayed autistic children is the same as that of younger, normal children or whether it differs in significant ways that have implications for clinical assessment and treatment. (PCB)

Two approaches that apply Piaget's theory of cognitive development to the study of child psychopathology are presented. (PCB)

Presents an annotated bibliography on religious development that covers the areas of psychology and religion, measurement of religiousness, religious development during the life cycle, religious experiences, conversion, religion and morality, and images of God. (Author/BB)

Examines six sets of data on giftedness and creativity, finding little evidence for the belief that creativity in adults is mirrored in children. Questions whether children are creative, and whether creativity can be taught. Discusses creation of transitional objects; gaps, novelty, curiosity, and exploration; puberty as a developmental marker;…

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)