This study sought to determine whether a number of specific counting and numeration behaviors emerge within children in a fixed developmental sequence; at what point in the development of mathematical behavior the use of numerical representations normally appears; and what relationship holds between development of counting skills and development…

Frequent informal interactions between faculty and students are positively related to the students' academic performance and self-perceived personal growth. (ED)

Spirituality is an important aspect of counseling. This paper identifies spirituality as a task that is a journey universal to human beings. It presents a taxonomy of spirituality/consciousness developed by Render and Lemire, postulating five levels of taxonomy: self, others, groups, the world, and cosmic. These levels apply across cultural,…

The results suggest that through meditation practice the individual may learn how to concentrate and to volitionally alter his feeling state by shifting his attention. (Author)

A look into the future confronting higher education in 1996. (Editor/IR)

Used path analysis in two experiments to examine possibility that age difference in infants' long-term retention were artifacts of correlated differences in learning rates or learning opportunities. Found that developmental declines in forgetting rates between 12 and 18 months were independent of developmental differences in learning. Age…

Uses results of laboratory and natural language analyses of 2- to 4-year olds' explanations of human behavior to argue for a theory-type view of biological, psychological, and physical domains of thought. Concludes that children as young as 2 years show three different reasoning systems in their explanations of everyday phenomena, especially human…

Examines Piaget's and Vygotsky's conception of the relation of the social to the individual, including individualism versus holism, Piaget's alternative of relationalism, and Vygotsky's views of the nature of the social. Suggests that Piaget's denial and Vygotsky's advocacy of explanatory emergence leads to the question of domain-general versus…

A number of research disciplines have contributed to an emerging picture of creative individuals, processes, and achievements. Contributions to a science of creativity are reviewed, focusing on the psychometric approach, cognitive approaches, studies of personality and motivation, sociological and historiometric investigations, and neurobiological…

Discusses deliberate psychological education as influenced by George Miller, Ralph Mosher, and Norm Sprinthall, and renewed calls for educational reform focusing on moral education. (JBJ)

Provides a basis from which to critically examine contemporary identity research, by offering a definition of identity, a constructive criticism of the subject approach, and an empirical approach to studying sense of identity. The empirical approach is based on conceptually sound ideas and leads to important questions about identity modes and the…

Proposes an account of the development of temporal understanding, linking it with episodic memory development. Distinguishes between ways of representing time in terms of frameworks involved; describes perspectival and nonperspectival frameworks and those representing recurrent sequences or particular times. Describes emergence of new kinds of…

Responds to Mandler's critique of authors' view of infant categorization. Maintains that their view of infant categorization is not characterized by a shift from one type of category to another but by gradual changes in the kinds of information infants can use in forming categories. Clarifies position regarding a single categorical process using…

Interviewed 5-, 6-, 7-, 8-, and 10-year olds, and adults regarding their knowledge about primary-consciousness, reflective-consciousness, and control activities. Found that the recognition that people do not engage in conscious mental activities when unconscious is still developing during the late middle-childhood years. (Author/KB)

Originally published in March/April 1996, advances an integrated perspective on learning and personal development by viewing the cognitive and affective dimensions of development as related parts of one process. Proposes that from this integrated perspective, a successful educational experience simultaneously increases cognitive understanding and…