The relationship between children's perceptual, cognitive, and affective perspective-taking scores and their cognitive perspective-taking scores gathered one year later was assessed. Subjects were 56 kindergarten through third-grade children. (Author/JMB)

Seven profiles of extremely gifted children under the age of four are presented. Examination of the cognitive, social, and emotional profiles of these children suggests that no singular pattern characterizes their functioning. (DB)

Presents a set of guidelines for selecting hardware to promote students' sensory, cognitive, emotional, and social development. (MP)

This paper argues that morality is essentially a matter of rational reflection and judgment and has little to do with feelings or affections. The notions of reason and justification are analyzed. Four types of feelings are defined and shown to provide inadequate bases for moral judgment. (Author/SJL)

Describes perspectives on the socialization of cognition and emotion and discusses limitations of these perspectives. Key findings from one field are used to extend work in the other, and are interpreted in the framework of Vygotsky's zone of proximal development. (Author/BB)

Presents a review of several common emotional and developmental challenges faced by African American female college students who attend predominantly White colleges and universities. Suggests that these challenges can be addressed through programs that promote these students' psychological growth and maturity. Outlines a cognitive-developmental…

Reviews mainstream psychology's reductionisms and presents working concepts for a cultural-historical perspective on directivity. Discusses research on the organization of emotions for directing human behavior in Castile from an interdisciplinary approach of psychology, anthropology, and education. (MMU)

Adolescence is a developmental transition period during which there are profound transformations in emotional, cognitive, and behavioral systems. Despite being a time of rapid development and increasing rates of suicidality, limited research has examined possible interrelationships. Through the use of a case study, this paper illustrates the role…

Early childhood education must bolster basic cognitive and social-emotional competencies to prepare children for authentic learning. The preschool educators should view academic skills and concepts as valuable tools in the process of developing essential competencies.

In generic psychiatry there has been increasing interest among scientists for the developmental perspective. However, professionals active in the mental health care of people with intellectual disability (ID) have not shown the same degree of interest. The author of this article, who has had a liberal amount of rewarding experiences with the…

Piaget systematically attempted to relate cognitive, moral, and emotional development in infancy, childhood, and adolescence. In his view, cognitive and emotional development show parallel, complementary courses of development, with cognition providing the structure and emotion the energy of development. Just as children go through stages of…

This paper traces some of the major theories and research findings concerning the development of self-identity during the first two years of life. The discussion begins with some basic assumptions of identity formation, offers an historical perspective with discussion of William James' major aspects of self, and concludes with observations on the…

Examined was the association between affective and cognitive development in 14 Down's Syndrome infants (4- to 8-months-old). Mothers administered a series of 30 laughter items each month, and experimenters gave the Uzgiris-Hunt scales of cognitive development at 13 and 16 months, and the Bayley scales and Infant Behavior Record at 16 months.…