Multidimensional scaling and factor analysis were applied to Rest's objective test of Kohlbergian moral development. The responses of 160 junior high, senior high, college undergraduate, and graduate students were analyzed in order to investigate whether stage and item scores displayed a hierarchial sequential structure. (Author/SS)

Focuses on two issues pertaining to the regular-random numerosity illusion (RRNI): its occurrence in young children and the existence of a developmental trend. Subjects were children from grades two, five and eight. (CM)

An examination of current definitions of creativity, the characteristics of creative individuals, and an overview of J. Piaget's theory of development are presented. (PHR)

Describes a feeling-oriented, unstructured group approach promoting social learning among prisoner-participants. Groups evolve through a series of developmental stages during which members assume more responsibility for themselves and others in working through problems of living. Group facilitators need to recognize stages and allow for…

The article describes the severely and profoundly handicapped population of the California Centers for the Developmentally Handicapped in functional rather than diagnostic terms. (Author/CL)

An approach to cognitive development which builds upon Piagetian assumptions and methods but which takes into account specific characteristics of diverse symbol systems and media is outlined. Such an approach may account for several phenomena left unexplained by Piaget, integrate diverse strands of research, and suggest promising lines of…

A correlation matrix of right and wrong answers to Gorham's Proverbs Test was reordered into a Simplex pattern which clearly supported the possibility of a developmental sequence. (JC)

Describes an early formative period in Piaget's life, in which three themes stand out. First, Piaget was introduced to the concept of "autistic" or nonrational thought. Second, Piaget's philosophical education sensitized him to the role of logic in thought. Third, Piaget's exposure to biological taxonomy alerted him to look for…

Contains the following commentaries: "Further Distinctions between Magic, Reality, Religion, and Fiction"; "The Role of Creative Control and Culture in Children's Fantasy/Reality Judgments"; "The Last of the Magicians? Children, Scientists, and the Invocation of Hidden Causal Powers"; "Rescuing Magical Thinking…

Describes the development of reading and spelling procedures in Portuguese-speaking children from first to fourth grade and discusses whether existing developmental models may account for this development. Finds that results contradict U. Frith's strictly sequential theory but not P. Seymour's model, which allows for concurrent development of…

Discusses six stages of the development of critical thinkers: unreflective, challenged, beginning, practicing, advanced, and master thinkers. For each stage, describes the defining feature, the principle challenge, the knowledge or insight into thinking expressed, and the individual's skill in thinking. (AJL)

Describes the following six stages that individuals go through as they develop as critical thinkers: reflective, challenged, beginning, practicing, advanced, and master thinker. For each stage, describes relevant intellectual traits, the self-assessment needed to move forward, and potential obstacles. (AJL)

Discusses the stage theory of early child development of French theorist Henri Wallon. Describes Wallon's efforts (in contrast to contemporary Piaget) to describe emotional development and the role emotions play in establishing the child-caregiver bond. Argues that Wallon's theory is unique in its focus, influenced theorists such as Vygotsky, and…

Five- and 6-year-olds heard stories in which a character sorted items into two locations. Found that children could reject a report of the character's belief when the character had a false belief more easily than a belief in which an object known to the character was described using an unknown term. Children found it easier to predict incorrect…

Studies the development of phonological processing abilities in dyslexic, weak, and normal readers. Among other abilities, phonological awareness and rapid automatized naming were assessed in kindergarten, in 1st grade, and in 6th grade. Concludes that various manifestations of a phonological deficit follow distinct developmental pathways.…