Students in Grades six, seven, and eight were asked to integrate existing information and initially unknown answers to prose-related questions for answering superordinate questions. Results suggest that grade level development of hypothetico-deductive skills interacts with instructional prompt levels and that these skills are essential to…

The research literature on children's production of elaborations in associative learning tasks is reviewed, especially with respect to the questions of when children can produce elaborations under instruction, when they transfer elaborative strategy usage from one situation to another, and when they produce elaborative strategies spontaneously.…

Contains eight articles related to counseling women and change, including: (1) the impact of traditional values on counseling women, (2) problems of midlife women, (3) women's victimization, and (4) counseling women to be whole persons. Also focuses on women as housewives, working women, and religious women. (RC)

Evidence for the construct validity of Washington University's Sentence Completion Test of Ego Development is reviewed. The test has adequate validity for research purposes but is neither valid nor reliable enough to be used as a clinical instrument without further confirming data. (BH)

Life cycle and stage theories are used to show how adult learners experience educational programs differently according to their individual developmental stages. It is argued that quality adult education can and should affect a person's perspective and create new life meanings. (JSR)

Lists the questions about animals most asked by children within specific stages of cognitive development. Based on a research project on children's questions, this article suggests that an understanding of a child's questions can provide information on his psychological needs, interests, and level of cognitive development. (SA)

Presents a longitudinal study on the acquisition of first-, second-, and third-person pronouns in 12 French- and 12 English- speaking children. Findings revealed that the mastery of pronouns did not follow the developmental sequence predicted by the speech-role hypothesis; the person-role hypothesis was valid when children were speaking; and the…

Two experiments examined the relationship between reasoning skills, student grade, ability, and knowledge levels. Findings were interpreted in terms of a two-component model: a knowledge-experiential component and the conventions of reasoning. Results indicated that consideration of the relation of reasoning to learning and to instruction…

Discusses sexuality as encompassing all areas of children's development. Suggests ways to use contextual situations to discuss body functions, body parts, and reproduction to foster healthy understandings of sexuality as children develop. Includes descriptions of best practices in early childhood education matched with developmental expectations…

Studied semantic and cognitive development of Korean-speaking and English-speaking children. Found that categorization and a naming spurt emerged later in Korean speakers than in English speakers, while means-ends abilities and success/failure words emerged earlier in Korean speakers than in English speakers. Also, Korean-speaking mothers…

Explores how the emerging literacy stage emphasizes the child's primary role in his or her individual progression in becoming literate. Provides guidance to teachers and parents to promote a child's language experimentation by emphasizing a supportive environment and enhancing natural learning by encouraging reading to children, self-directed…

Ethnographic methodology was used to explore the development of self-management skills in an 18-year-old woman with Down Syndrome. Triangulation of data types and the constant comparative method of data analysis were employed. Outcomes suggested the individual's family culture had a large impact on development of self-monitoring and that early and…

Compared conceptions of the transition to adulthood among African Americans, Latinos, Asian Americans and white, European Americans. Found wide support for individualistic criteria for adulthood among the three ethnic groups, but each held culturally distinctive criteria, and all three endorsed collectivistic criteria more widely than European…

Examines evidence offered to support the idea of a sensitive period for second language acquisition. Findings indicate that there is insufficient evidence to accept the claim that mastery of a second language is determined wholly, or even primarily, by maturational factors. (34 references) (Author/CK)