James Baldwin's ideas, such as that of a genetic science, and their influence on later theorists such as Piaget, Vygotsky, and Kohlberg, are described. The further Baldwin moved from the study of infancy, the more speculative and the less empirically verifiable became his ideas. (BC)

Maintains that most of the claims made by Morrison, Morrison, and Keating do not undermine the data analysis and conclusion of a study reported in a 1988 paper. Discusses (1) evidence concerning a common rate of developmental change; (2) functions that characterize developmental stages; and (3) procedures for estimating parameters. (LB)

This study compared the level of ego development of 30 women with histories of childhood sexual victimization and 30 women with no history of abuse. Results indicated no significant difference in ego levels between groups, with a slight trend toward higher ego development in the abused group. (Author/DB)

Outlines perspectives of nonformal education programs: (1) development (human resource development and integrated rural development) and (2) emancipatory (radical and liberal). (SK)

Children and adults were more likely to claim a word was presented as a picture than vice versa. Results indicated the absence of developmental differences in reality monitoring and similarity in representational processes of children and adults. (BC)

Considers contributions of Sigmund Freud and Rene Spitz to developmental psychology. Freud's contributions include his observations about play, perspectives on developmental processes, and ideas about unconscious mental activity. Spitz's contributions include his assessments of infants, perspectives on developmental processes, and his concept of…

Beatty takes the position that individual change is the necessary and sufficient beginning, ending, and focal point of adult education. Ilsley asserts that adult educators should accept their primary role as agents of social change. (SK)

Building a multicultural environment requires involvement in the development of all individuals, creation of an appropriate curriculum, and provisions for self-growth and experiences for staff, students, and the community. (SK)

This article describes the development of a metaphorical whole brain model and its application to Applied Creative Thinking (ACT) Workshops to enhance individuals' capability for full creative functioning. The design of ACT workshops, the learning model used, and workshop components are described. (JDD)

Discusses a longitudinal study of children's evolving concept of "word." Concludes that tacit awareness of word in spoken and written language precedes explicit awareness. Finds that children in different developmental stages perform differently on reading tasks. Suggests that development of the concept of word relates to experience with writing…

Experiments on the development of face recognition showed that young children can ignore featural information when it has no discriminative value and attend to the internal attributes of the face and indicated a lack of developmental differences in face recognition styles, as well as a tendency to rely on configurational information more than…

Studied elderly religious women (n=30) using a phenomenological interview technique. Discusses women's "call to vocation," the remembered life events that influenced their decisions to enter the convent as young girls. Participants described motivations and spiritual direction. Uses remembrances of three women to demonstrate circumstances and…

Waskom's paradigm of human development is based on natural design and mathematical proportion. Its properties encompass purposes of life and learning, natural sense urges and personality traits, characteristics of natural stages of human life, and parenting, teaching, and community support. (SK)

Examined developmental differences in children's decision making using an information-board procedure. In Experiment 1, fifth and eighth graders remembered more initial, relevant information from decision situations than second graders. In Experiment 2, visual cues were provided which increased fifth graders' search of relevant information more…

Presents a model of teachers as managers of self-directed and interactive learning, which promotes independence, interaction, communication, leadership, teamwork, conflict resolution, and responsibility for one's own work and continued learning. Teachers' roles include managing the overall program, task, group, individual development, and the…