Developmental trajectories provide the empirical foundation for theories about change processes during development. However, the ability to distinguish among alternative trajectories depends on how frequently observations are sampled. This study used real behavioral data, with real patterns of variability, to examine the effects of sampling at…

The authors offer a detailed and systematic critique of Piaget's theory of cognitive development, examining it in relation to other theories of development. Chapter 1 points out some of the problems in building and evaluating scientific theories and considers contrasting approaches to cognitive development (including those which focus on…

Evaluates the differing perspectives of Kohlberg and Turiel on moral reasoning. Both perspectives use stage displacement models to depict moral development and assume that as ontogenesis proceeds, the role played by earleir acquired moral stages becomes increasingly insignificant in comparison with the role played by more advanced stages. The…

Presented at a 2-day seminar at the School of Education, University of New South Wales, Australia, this paper reviews theories and research findings concerning the development of children's sense of justice. Part I of the paper briefly discusses Jean Piaget's and Lawrence Kohlberg's theories concerning the development of children's moral…

This paper illustrates the relevance and utility of non-parametric statistical tests, such as the Kolmogorov-Smirnov two sample test, for analysis of developmental phenomena. This statistic tests the null hypothesis that two samples have been drawn from the same population by comparing their whole distributions, rather than specific parameters and…

With or without the support of research, clinicians must make judgments concerning relations between different areas of psychological functioning. Recently, studies have been made of possible relations between different areas of mental activity, including logical and emotional conception and social, emotional, and perceptual functioning. Nannis…

Responds to Wilson and Wilson's critique (Sept 1981) of the use of the developmental approach to the study of children's art. Lewis argues that the developmental approach is appropriate for age-related studies and it should not be abandoned as a method because researchers are working on projects where its use is applicable. (AM)

Identifies some sources of theoretical confusion in the field of human development and some ways to think about this confusion. Calls for a reorientation of researchers' perspectives toward themselves and those whom they study. (PCB)

Considers evidence on the criteria and characteristics of critical period phenomena with respect to endogenous and exogenous influences. Describes and evaluates methodology of critical period research and discusses past attempts at subclassification of the field and "recovery of function" as a refutation of the critical period…

Summarizes Bruer's work, which questions the prevailing emphasis on the first 3 years as most critical to brain development. Notes that the book both elucidates a "blueprint" for mounting an effective public awareness campaign, and provides an excellent synopsis of implications of contemporary neuroscience for early childhood education…

Notes two faulty aspects of the Reznick et al., twin study (PS 526 688): the expressive language measure at 14 months, which has practically no spread of item difficulty, as well as measures included to assess specific cognitive characteristics; and the notion of infant transition as it affects interpretation of the results. (HTH)

The bibliography lists 875 citations from over 40 professional journals and reports on diverse aspects of higher education for adult students. A brief introduction discusses the developmental stages of adult learners and the challenges of researching this diverse population. (MSE)

Age and cognitive developmental level were used as independent variables in order to assess their relative effects on the number and kinds of self-referent constructs used by children and adolescents. Fifty-four 8-year-olds, sixty-four 12-year-olds, and forty-six 16-year-olds were recruited from their respective third, seventh, and eleventh grades…

Issues in studying pubertal events are examined, including whether puberty is best characterized as a social construction or a physical event, whether early adolescence is a transitional or distinct life period, life events associated with puberty, boundaries of early adolescence, and possible models for studying pubertal change. (Author/BW)

Recent research data contest Piaget's conclusion that preschool children are totally egocentric, incapable of taking different perspectives, and prevented from acting altruistically. Children are able to decenter when experiments enable children to use their knowledge of very basic human purposes, intentions, and interactions. (Author/DB)