The authors question the American Psychiatric Association position that the criteria for adult and childhood depression are the same and emphasize the developmental aspects of depressive symptoms providing diagnostic guidelines for depression at five different stages from infancy through adolescence. Journal availability: see EC 143 201.…

Two sets of letters, those subject to reversal/rotation and others, were tachistoscopically presented singly to normal readers and dyslexic children. The data support the hypothesis that letters subject to reversal have no special relation to dyslexia. The view that dyslexia is a developmental anomaly was supported. (Author/AL)

The cognitive development of 125 gifted 10-to 15-year-old students was compared to that of 98 normal Ss. Results supported the invariance of stage progression but revealed that gifted Ss progress more quickly and demonstrate earlier transition to succeeding developmental stages. (CL)

A nonverbal assessment procedure designed to characterize cognition using a Piagetian framework was administered to six autistic children, (4.8 to 15.2 years old). All six children evidenced competence beyond sensorimotor Stage VI and demonstrated cognitive functioning between the periods of early preoperational and concrete operations. (Author)

Investigated the moderating effect of high and low anxiety on counselor perception of stages of dying. After completing the A-state scale, subjects observed a terminally ill speaker. Results indicated that high-anxious subjects, when compared with low-anxious, perceived the speakers as more denying, more angry, less accepting, and less hopeful.…

The author discusses applying J. Piaget's philosophy to the treatment of learning-related visual problems by first probing for the available knowledge in the person's ocular sensorimotor intelligence, visual thinking, and logical reasons. Then, through tasks, the individual is encouraged to engage in high-level thinking in the undeveloped areas.…

The middle years of life have been neglected by educational psychology. There is a need for more, better, and better-understood psychological data so that learning can be enhanced in this age group. This issue of "Contemporary Educational Psychology" addresses five relevant questions about adult learning. (Author/RD)

Various approaches to supervision can be grouped into three models categorized as nondirective, collaborative, and directive. Supervisors should recognize stages of professional development and treat teachers as individuals. (Author/MLF)

Focuses on assessing the effects of conflicting discussions within undergraduate dyads consisting of partners at the same or different levels of moral judgment. The experimental procedure consisted of: (1) an Opinion Questionnaire; (2) pretest Kohlberg interviews; (3) assignment to experimental and control conditions; (4) experimental discussion…

Provides an alternative conception of postconventional moral development which fits existing data on late adolescent and adult moral judgment better than Kohlberg's higher stage descriptions. Data is from a longitudinal study of 26 undergraduates at Harvard. (Author/SS)

Critically discusses the premise of Piagetian theory that cognition is based developmentally on sensorimotor coordination, exemplified in circular reactions. (Author/SS)

Kohlberg's developmental theory of moral reasoning postulates a supreme form of moral thinking, Stage Six, based on a principle of justice which provides consistent and universalizable moral judgement. This paper criticizes Kohlberg's formulation on philosophical and psychological grounds. (Author/SJL)

Indicates that object relative (O) clauses are learned after subject relative (S) clauses. Shows that children did not reliably comprehend O-clauses until nine years of age, two years after S-clauses. Suggests the need to attain a level of operational thought before O-clauses can be understood. (RL)

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…

Explores the hypothesis that representation, as measured by object permanence attainment, is the main prerequisite for language acquisition. Differing definitions of representation, differing assumptions about cognitive stages, and differing criteria for assessing cognitive abilities such as object permanence may account for some of the divergent…