This study applied a social identity perspective to the study of adolescent self-concept and social development. British adolescents aged 14-15 years (N=114) completed a questionnaire which asked them to: (i) rate their degree of identification with a school-based friendship group; (ii) complete a measure of multi-dimensional self-concept; and…

This article presents three studies that were designed to map the dimensions involved in "g," with an emphasis of the place of self-awareness in it. The first study involved preschoolers from 3 to 7 years of age. These were examined in three domains (spatial, quantitative and categorical reasoning) with both actual tasks and tasks addressed to the…

In this paper, we review findings from Project Competence on the nature of personality development from middle childhood through the early adult years and place these findings in the context of current research on temperament and personality traits. In a series of studies using data drawn from the Project Competence longitudinal project, we have…

Studied was the performance of four Piagetian tests for formal reasoning by students between the ages of 9 and 15. Concluded that boys performed better than girls. (MLH)

Secondary science students were tested, using Piagetian tasks to determine their level of intellectual development, and then tested on scientific concepts classified as concrete or formal. Results showed significant multiple correlations between the scores on the tasks and the subject matter tests. (MLH)

Employed regression analysis to determine the association between multiplicative classification and inductive reasoning. Subjects were 103 fourth grade children. (SDH)

This document discusses whether young people with difficulty entering adulthood can be helped, or if accumulated effects of various adversitites have caused irremediable damage. First the developmental tasks that adolescents need to accomplish before they can take on adult roles are described. Next, two well-known explanations for youths' failure…

Investigates the development and production of spatial deictic terms ("this/that", "here/there", "my/your") in the context of a hide-and-seek game using preschool children and college age adults. (Author/ED)

Reports on three studies which investigated the development of the concept of horizontality in subjects from nursey school through college age. Normative data collected allowed for evaluation of Piaget's stages and for differences due to age, sex, and apparatus shape and orientation. (ED)

An investigation of Piaget's theory of object concept development through a series of six tasks administered in a combined longitudinal/cross-sectional design (which incorporated a number of methodological controls). Subjects were 36 infants who received the six tasks during each of three testing sessions over a 6-month period. (Author/ED)

Investigation aided by a grant from the Foundations' Fund for Research in Psychiatry.

The term "values" is defined in various ways. Values are important because the decisions one makes in life, influenced by one's values, largely determine the quality of experiences, the depth of understanding, and one's contribution to humanity. The child comes into the school system with certain "ego virtues" which form the basic ingredients out…

This theoretical paper reevaluates the Piagetian tradition in the study of propositional reasoning. Piaget's assertion that children's logic, prior to the stage of formal operations, is structurally adequate for dealing with objects and their properties, but is inadequate for fully competent propositional reasoning, is challenged on three grounds:…

An experimental classroom instruction program in vocational information was conducted as a six-weeks civics unit in 12 selected secondary schools in New Orleans. Field trips, career days, and viewing specifically constructed television programs were the experimental activities, while the control treatment consisted of the textbook approach to…