Applied Snyder and Feldman's consolidation/transition model to Selman's stages of friendship reasoning in a study of stage change in young adolescents. Hypothesized that subjects exhibiting reasoning about their own modal stages would more likely experience a developmental advance in modal reasoning. This was confirmed; however, the amount of…

Examines effects of mentoring relationship on young person's self-perception or identity and decision-making skills. Contends that lasting impacts of mentoring can occur only when relationships move successfully through early trust-building stages. Provides developmental model for building effective mentoring relationships and concrete guidelines…

The methodology for obtaining immanent justice responses was evaluated by means of a replication of Piaget's immanent justice study. Kindergartners and first, third, and fifth graders were presented with four vignettes that allowed for immanent justice responses. Children's responses indicated developmental trends from immature toward mature…

A longitudinal study of 31 babies in their twelfth through twenty-third weeks of age tested the Neo-Piagetian theory of a shift or spurt in infants' cognitive development at the age of 4 months. Results were consistent with this neo-Piagetian concept of stage change. (MDM)

Argues that young children should be encouraged to experiment with writing. Suggests that, as more thoughts are put into words and sentences that are recorded, children develop patterns for sentences that they can write and understand. Concludes that experimenting with writing gives children a chance to express themselves and to gain new…

Reviews the major points of the enculturation and developmental perspectives of becoming literate. Argues that it is time to consider culture and development together. Proposes the concept of "youth genre" as a basis for a developmentally sensitive sociocultural theory of literacy. (RS)

Examines claims about the role of object-sharing in development by describing development of !Kung infants' interest in objects and their caregivers' actions toward them when they are engaged in object-related acts. (PCB)

Production of grammatical morphemes was examined in free speech samples from 34 4-year-olds with history of slow expressive language development (SELD) and control group. Both the SELD children who had caught up in mean length of utterance by age four and those who had not had acquired fewer grammatical morphemes than controls, though acquisition…

The Life Strengths Interview Guide is a framework based on eight psychosocial themes: hope and faith; willfulness, independence, and control; competence and hard work; values and sense of self; love and friendship; care and productivity; and wisdom and perspective. It can be used to conceptualize everyday mental health in working with older…

Examines the implications of the term "goal directed," or "intentional behavior," in the context of instructional design strategies. Models developed by Piaget and Vygotsky regarding development and learning are reviewed; intentionality and situated activities are discussed and examples given; and principles regarding…

Describes Donald H. Eichorn's leadership, commitment, and scholarship, highlighting his role in establishing the nation's first (nongraded) middle school, in the early 1960s. He founded middle school practices and programs on learner characteristics, developmentally appropriate tasks, and advisory groups at a time when little information about…

Notes that early infancy, rather than being a period of helplessness, is a period of active exploration and reciprocal interaction with caregivers. Includes activities caregivers can engage in with infants to stimulate infant sensory abilities. (HTH)

Identifies five phases of development to distinguish the course of word reading; notes each phase is characterized by students' working knowledge of the alphabetic system, which is central for acquiring word reading skill. Explains the usefulness of this information for teachers of problem readers. Explains the processes that students acquire in…

Debunks brain/education myths. The term "brain-based education" is redundant; learning is the brain's function. More brain cell connections do not equal more learning. There is no "critical period" for developing human brain capacity. All learning is emotional, and learning never ends. Tips for high-school teachers are…

Examines why children have difficulty with homonymy. Two experiments were conducted. Children, ages 3 and 4 years, had to select or judge another person's selection of a different object with the same name, avoiding identical objects and misnomers. Older children were successful, but younger children failed these tasks. (Author/VWL)