Considers the divergent paths taken by research in cognitive development and research in social-emotional development, arguing that studies of socialization need to become more developmental. Discusses meanings of development that may affect the socialization process. (Author/CI)

The Omnibus Personality Inventory was administered to a group of students as freshmen, seniors, and alumni (five years after graduation). Respondents exhibited freshman-to-senior personality changes usually associated with college attendance. The orientation to intellectualism and the social-emotional maturation persisted in the years immediately…

Explored associations between the present emotional and social development of low- and middle-income African American male and female college students and the substitute care arrangements they experienced as infants. Questionnaire results from 282 college students show that the experience of substitute care arrangements during infancy did not…

Discusses the goal of Montessori education to develop environments for children that support their evolution as human beings. Proposes social, moral, cognitive, and emotional developmental outcomes for preschoolers, elementary children, and adolescents. (JPB)

Case studies of self-actualizing people according to the ideas of A. Maslow and the criteria of K. Dabrowski are presented. To find people meeting the criteria of Level 4 of the Dabrowski theory, a pool of 21 subjects was established by nomination. All subjects were given the Definition-Response Instrument to assess levels of emotional…

A coding system, derived from Dabrowski's levels of gifted individuals' emotional development, is based on categories that reflect feelings toward values, self, and others. Testing of the system's reliability indicated that it provides educators, parents, and counselors with a greater understanding of the developmental issues which confront gifted…

A discussion of the strong emphasis on cognitive development in preschool education of disadvantaged children which may be inappropriate to the broader learning process. Suggests that a different approach may be needed to foster maturation in youngsters deprived physically and emotionally. (ST)

Paper presented at 18th Annual Meeting of the National Association for Gifted Children, Chicago, Illinois, May 3-5, 1971. (CB)

This essay examines the relationship of cognitive science, especially linguistics, to the development of the human mind, self, and intelligence. Linguistics is seen to contribute a complex computational ability to the sense of free will. Also considered as part of the integrated self are intuition, athletic intelligence, intellectual diversity,…

Explored the interpersonal identity development during early adolescence. Findings revealed that 55% of the sample fell into one of the four discrete identity status categories, with 62% of this group classified as either diffused or foreclosed. Findings reflect the emergent and/or transitional nature of interpersonal identity development during…

Building mainly on Kohut's conception of the creative individual, a model of self-development for the teacher is proposed. The dimensions of creativity, empathy, humor, and wisdom, developed through interaction with students, are highlighted as avenues for teacher growth. (Author/RH)

Describes four storytelling activities which help students learn a skill and develop their personalities: (1) guided imagery, (2) fragmented storytelling, (3) creative dynamics, and (4) drawing. All techniques appeal to the students' emotional and imaginative potential, evoking a highly emotional and affective response, thus overcoming students'…

Discusses temperamental qualities of normal adolescents related to learning and the learning process. Describes emotional and personality growth including four ancillary traits, passive and aggressive by dependent and independent children. Provides case stories. (YP)

The relationship between emotional maturity and the developing self in the gifted individual is examined. Emotional maturity is seen to involve the integration of intrapersonal and interpersonal aspects of the personality. The developing self is thought to be more than the sum of its components and becomes a global factor in the development of a…

Temperament development was studied in 39 full-term small-for-gestational-age infants and 30 full-term appropriate-for-gestational-age infants. Temperament was measured at 4, 8, and 12 months of age using a behavioral assessment procedure and questionnaire ratings. Findings indicated that restricted fetal growth negatively affects infant…