A 1-year lag was found between the effect of an intervention intended to promote formal operational thinking in students initially 11 or 12 years of age and the appearance of substantial science achievement in the experimental groups. A one-year lag on cognitive development and an age/gender interaction were also reported. (Author/KR)

The value of incorporating the haptic mode into the science curriculum and expanding "hands-on experience" to "total-body experience" are discussed. The pedagogical implications of the role of movement in cognitive development are described. (KR)

Explores age as a moderator of the relationship among gender, sex role, and coping strategies for 155 males and 281 females in 5 age groups from adolescence through old age. Age is related to type of coping and moderates the relationship between sex role orientation and coping. (SLD)

This paper presents the position of the Council for Exceptional Children's Division on Career Development that education for career development and transition should be provided to all elementary-aged students. Information supporting the position covers career development stages, desired educational outcomes, and principles of elementary-level…

Analyzed young, middle-aged, and old adults' ratings of person-descriptive attributes with respect to developmental change throughout adulthood for themselves and other people. Also assessed aspects of subjective identification with age groups. Findings suggested three modes of social comparison: self-assessment, self-enhancement involving…

Reports three studies which (1) investigated children's and adults' concepts of development (COD); (2) observed parents' tutoring their fifth-grade children; and (3) interviewed adults in three age groups about parenting dilemmas. In each study, COD scores were obtained. Results of all studies showed that subjects' stage of COD reasoning was…

Evaluation of 17 children with autism at the ages of 6 to 15 and then again at ages 13 to 25, suggested that, for the majority of people with autism, there may be little development of a theory of mind. For a minority, development may extend to the equivalent of a 3- to 4-year-old level by the teenage years. (JDD)

Used latent transition analysis (LTA), methodology for testing stage-sequential models of individual growth, to compare fit of 2 models of substance use onset and to assess effects of prevention program on 2,009 early adolescents. Found that substance use onset model including alcohol and tobacco use as starting points fit better than model that…

Explores the notion of imaginative development. Defines imagination through a review of literature of music, religion, and aesthetics. Suggests that imagination precedes creativity and involves perception, intuition, thinking, and feeling. Describes a developmental sequence based on research. Proposes ways to cultivate imagination through music.…

This article elaborates on three principles which are the foundation of the developmental approach to early childhood education. These principles are multiage grouping, nongraded curricular materials, and interactive teaching. (IAH)

The paper outlines the rationale and development of curriculum-based measurement (CBM) and its empirical support; summarizes two reading models (Chall's stages of reading development and LaBerge and Samuels' model of automaticity); and discusses how CBM, with its use of oral reading rate measures, and the reading models may validate each other.…

Discussed are the effects of a scientific literacy course on subsequent learning in a traditional biology course. Scientific literacy, Piagetian theory, schema theory, and metacognition as the framework for the development of the literacy course are discussed. (KR)

Forty-nine children (ages 8-17) with mental retardation recognized facial expressions less accurately than did subjects without retardation who were matched on chronological age. Mental age-matched groups showed no differences in accuracy at a younger mental age, but a difference was found at an older mental age. (Author/JDD)

Focuses on an area within pragmatics, that of speech acts, considers the underlying performance of such speech acts, and looks at the effects of explicit instruction in this area. The article makes distinctions in the description of speech acts, such as between sociocultural and sociolinguistic ability. (47 references) (Author/CK)

Analysis of the history of junior high and middle school movements in British Columbia reveals that the middle school emerged as a distinct institution, that the progressive education movement of the early 20th century greatly influenced creation of both junior high and middle schools, and that school reformers have sought structural solutions for…