Outlines three constructs, the assumptive reality of childhood and the imaginary audience and personal fable of adolescence, which help explain normal and problem behavior. Counselors are asked to accept the young person's view of reality as valid and help him/her distinguish between personal and social reality. (Author)

A developmental dimensional model of maturing is presented that has received some transcultural and longitudinal validation. Specific principles, induced from such research and from existing psychological research more generally, provide guidelines about how to encourage healthy growth. (Author)

Discusses the emotional and intellectual needs of adolescents and suggests that a testing program should address itself to the developmental needs of students and to the contributing environment. For example, testing could involve both an oral approach and an audiovisual component. (KC)

This annotated bibliography cites 15 references on cognitive development in adolescence and its implications for secondary school teaching. Particular attention is given to Piaget's theory of the formal operational state of thought. (SJL)

Twelve people in each of three age groups--three-year-olds, five-year-olds, and college students--spoke to an adult listener who was positioned 6-, 12-, and 24-feet from the subject. Results indicate that children as young as three years old seem to know that it is necessary to increase vocal intensity as the listener becomes more distant.…

This study was designed to investigate the development of the visual placing response in infants, as well as the visual mediation of the response and texture factors that influence this response during its development. The response was associated with age and apparently developed in two phases. (Author/DB)

Examines the phenomenon of adolescent delinquency from the point of view of the socialization process into delinquency. Theoretical explanations discussed are (1) the stage of adolescence as a factor in the individual's vulnerability to delinquency, (2) social labeling and an explanation of socialization into delinquency, and (3) other…

A set of covariation problems was structured so that the solution pattern across problems would indicate the judgment rule used by each subject. A developmental trend across subjects in fourth, seventh, and tenth grades and in college demonstrated rule shifts toward use of increasingly accurate rules. (Author/RH)

The author hypothesizes that death anxiety varies with social status and age as well as structural variables and personality traits. Results indicate structural variables predict certain types of death anxiety as well as personality factors. Personality is a somewhat better predictor of death fear and reluctance to interact. (Author)

Two studies (one cross-sectional and one longitudinal) examined the relation between two developmental trends in play during the second year of life: the emergence of decentered acts, and the integration of separate acts into simple sequences. Subjects were infants aged 13, 19, and 24 months. (CM)

In a four-year longitudinal study of the development of concrete operational thought, children were administered tests assessing seriation; numeration; class inclusion; hierarchical classification; and conservation of mass, weight, and volume. Levels of seriation and numeration skills in kindergarten were powerful predictors of the acquisition of…

An interpretation of female moral development is presented based on Kohlberg's stages of moral development and comparison is made between male and female development. (JMF)

The article describes procedures for developing and evaluating the pretend play of mentally handicapped children and provides illustrative case studies on the use of the observation scheme to evaluate children's progress. (SBH)

Books, magazines, and newspapers for the general public have discovered middle age and, in spite of an exaggeration of mid-life crisis, provide adults with a broader perspective on mid-life adjustments. (SK)

Results of this study show that after several free recall trials young children (about age 6) did not discriminate very accurately between recalled and nonrecalled items and that they were much less accurate than older children (8 years or above). These findings suggest marked developmental changes. (Author/SJL)