Two studies investigated the functional equivalence of three different scoring systems used to assess the child's ability to understand and carry out multiplicative classification tasks. All three scoring criteria produced reliable and homogeneous tests. Their factor matrices were similar, and the corresponding factor structures were invariant…

A comparison of scores for northern Black students from urban environments and published scores for southern students on the Student Developmental Task Inventory reached significance on several subtasks. (Author)

Argues that there are significant ways in which neither Piaget nor his successors in developmental psychology have adequately described the child's mind and how it changes. Proposes alternative guidelines for research that aims more directly at identifying essential constituent features of the child's mental reality. (PCB)

Focuses on the developmental and performance capacities of middle grade students, ages 9 through 13. Eight tasks are described as unique to this age range. Implications for counselors are given. (BL)

Three current emphases of career education are value clarification, development viewpoint, and an interdisciplinary collaboration. The interrelationship of these characteristics is demonstrated through discussions of a middle/junior high school program. (MS)

The authors describe in detail how a career development "curriculum" is systematically developed by professional counselors for implementation by paraprofessionals and lay church workers. A key feature of this article is the needs assessment procedure, since the curriculum is being constructed on the results of this procedure. (Author)

Author contends that an unsubtle use of behavioral objectives tends to impede the process of considering a child's natural cognitive development by focusing attention on someone else's task analysis and not on the development of the child's ideas. (Author)

It is argued that developmental task analysis is of primary value in the psychoeducational programming of children with learning and behavioral problems. (Author)

Mothers', fathers' and teachers' perceptions of young children's five motor, gross motor, and language skills were scored as underestimates, hits, or overestimates. Comparisons yielded no differences between groups except mothers overestimated gross motor skills, and teachers underestimated fine motor skills more than fathers. Correlations…

Meeting the educational and personal development needs of adults in transition presents the greatest challenge to higher education. This article discusses a study to determine how adults in transition believe their educational programs to be helpful. (JOW)

Described the adult development of 23 police officers. Found that subjects passed through a series of psychosocial stages and that stress and stress management were an important part of this process. Training and administrative implications are discussed. (JAC)

Reports on day-care and preschool programs in Czechoslovakia and East Germany, describing infant-toddler care, preschool programs, research projects, parent involvement, and future trends. (DB)

Presents the various stages of the group process in terms of developmental tasks that pinpoint the relationship between process and structure. The tasks provide a conceptual foundation for use of group techniques by identifying specific purposes in group development. (Author)