Animistic responding was generally unrelated to logical classification ability or to analytic cognitive style. Results which found high levels of animistic thinking beyond adolescence do not support Piagetian theory. Adults may respond animistically because of emotional attachments which they have formed to certain meaningful physical objects.…

Reports on the relationship of the initial attracting quality to the present most annoying quality between spouses. Questionnaires and interviews assessed qualities which were then categorized based on Norman's five personality factor system. Findings suggest that initial and present qualities are related. (Author/RC)

Describes development of the limb and various interactions necessary for the expression of its unique form and phenotypes to uncover the hierarchical controlling steps in the development process for the potential of avoiding abnormal events and manipulating what might be detrimental genetic events into a normal sequence. (Author/SK)

Summarizes aspects of theory and research on ego development that suggest guiding principles for dealing with the common behaviors of preadolescent children. (Author/MP)

A prekindergarten screening program using a team consisting of two kindergarten teachers, a school psychologist, a speech/language therapist, a nurse, and an occupational therapist/special education teacher for the identification of "high risk" children is described. (PHR)

Stages in developing mentally handicapped children's pretend play are outlined and techniques for assessing a child's play development are described. (SBH)

The article discusses stimulating motor development as it relates to learning difficulties with reference to the work of Dutch neurologist P. Mesker. It is concluded that disturbance in sensorimotor development is the most important cause of learning difficulties in the first years of elementary school. (SBH)

Presents a synopsis of moral development stages and the rationale for considering the significance of moral stages in group member selection. Moral growth should be facilitated during the productive phase of group process in which members deal with their differences, rather than ignore them. (Author/BEF)

The article describes the development of creative writing ability in the three- to seven-year-old gifted child. Examples of the writing of this age group are used to illustrate the stages in the development of writing ability. (PHR)

Builds theory and research propositions by presenting moral stage and family development frameworks as tools for exploring the individual-psychological facet of family dynamics; exploring the interface of the frameworks; and reviewing and proposing research utilizing concepts from both models. (Author/BEF)

This article (1) discusses the progression of children's thought from realism to objectivity, to reciprocity, and to realitivity; and (2) describes seventeen types of explanations children give to explain the causality of physical occurrences in the world. (SB)

A moral judgment interview was administered to 100 elementary parochial school children. The relationship of intelligence, age, and sex to the quality of response in four areas of moral judgment was assessed. (MS)

Reviews research on children's and adults' beliefs about fantasy and their tendency to engage in "magical thinking." Suggests that children are not fundamentally different from adults in their ability to distinguish fantasy from reality. Both entertain fantastical beliefs and engage in magical thinking. Offers suggestions regarding age…

Responds to some of the specific criticisms of commentators, focusing on highlighting and exploring the themes of the role of culture, how adults characterize children, the meaning of the word "real," the importance of looking at adult literature, the role of process and content, placing a value on magical thinking, and similarities and…

Summarizes findings in brain research that directly impact how caregivers interact with young children: (1) interplay between genes and environment; (2) contributions of early experiences to brain structure; (3) effects of early interactions on brain "wiring"; (4) the non-linear progress of development; and (5) children's biological…