To examine developmental differences in practical problem solving, late adolescents and young adults were presented measures of everyday problem solving that were either self-relevant or self-neutral. Results indicated young adults were more goal-defensive than adolescents; for adolescents, reasoning competence was more strongly related to ratings…

Examined which of the attentional operations underlying exogenous orienting (disengaging, shifting, and/or engaging) improves with age in children from 6 to 14 years old. Found that disengaging attention alone distinguished between younger and older children's performance, regardless of whether attention alone or attention and associated sensory…

Adults over 50 (n=77) completed Piaget's Three Mountains Task focused on extrapolating others' viewpoints. Performance significantly decreased and egocentric responses significantly increased with age. Three kinds of errors occurred: miscalculations, egocentrism, or complete breakdown of information processing due to task overload. (Contains 19…

Examines the use of tense, agreement, and non-tense morphemes and associated distributional contingencies in the language production of Quebec French-Speaking children with specific language impairment and normally developing language and age-matched controls. Sought to determine whether the optimal infinitive/extended optional infinitive pattern…

Examined relationship between reflective judgment and standardized critical thinking tests in college students (n=100). Results indicated students who reasoned at higher stages of reflective judgment also revealed better critical thinking skills, suggesting a developmental basis for the acquisition of critical thinking skills. (Author/ABL)

Presents model for comprehensive developmental approach to advising Black college athletes which relies on these five growth dimensions: symbolization, allocentrism, integration, stability, and autonomy. Claims the model implies that the dimensions of development are all interdependent and must be balanced in order for an athlete to grow in…

Thirty children (aged 4-10) and 10 adults repeated 2 target syllables, which were analyzed acoustically to evaluate development of identification and discrimination in children for the vowel duration cue to final consonant voicing. Results showed that category boundary, category separation, response consistency, and perceptual consistency…

Identifies some sources of theoretical confusion in the field of human development and some ways to think about this confusion. Calls for a reorientation of researchers' perspectives toward themselves and those whom they study. (PCB)

The Adult Life Roles Instrument, completed by 449 adults, used an ordinal scale to assess six hierarchical life role phases: relationships with self, work, friends, community, partner, and family. Respondents perceived significant developmental diversity across different roles, with few gender variations, lending support to a multifaceted approach…

Relates the positions taken by Saint Augustine in his "Confessions" to the stages of adolescent development identified in research by William G. Perry, Jr. Provides practical suggestions for using the "Confessions" to foster moral and intellectual development. (KO)

The study found that mean length of utterance (MLU) and age were significantly correlated in both language impaired (N=24) and normal preschool children with rates of MLU change also similar for both groups of children. (DB)

Examined the ability of 85 children of 6, 8, and 11 years to reason deductively with content for which practical knowledge is irrelevant. The emergence of a clear developmental pattern showed that children's ability to differentiate responses to logical and illogical syllogisms improves over this age period. (RJC)

The professional development of trainers requires an understanding of the developmental stages of adults. As with other adults, trainers may progress through stages of development. Staff developers must align the type of support given with the current stage of the trainer's development and move the learner to the next stage. (JD)

Examines concept of life review as a developmental process with these objectives: (1) places the life review within a developmental framework as a dynamic rather than static occurrence; (2) clarifies the possible process variables of the life review; and (3) suggests possible counseling interventions. (Author/ABL)

Development of a terminal chronic illness creates a spectrum of problems which call for counseling interventions to assist in the individual's adjustment. This overview, intended to raise the consciousness of rehabilitation counselors, outlines the three stages of terminal illness, followed by an examination of resulting lifestyle and relationship…