Reports on a study which examined five- to seven-year-old Thai children's perspective taking ability. The study was based on Piaget's theory of developmental stages. (CM)

Using the cognitive theory of Jean Piaget as a base, an overview of the conceptual development of space is presented as it occurs in sighted children to provide a framework for studying notions of space in blind children. (Author/PHR)

Presents and reviews Piaget's recent work on equilibration. (BD)

Living, learning, and loving are examined as three stages or phases of social and individual development which have implications for adult education. (JT)

Explores cultural shifts in values that aggravate the plight of homeless children in both developed and developing countries. Describes a program for homeless children that places housing and recreation facilities where these children congregate and invites children for social activities and for shelter, bringing the children through stages of…

Discusses the role of "security" or "transition" objects, such as a blanket or stuffed toy, in children's development of self-comfort and autonomy. Notes the influence of parents in the child-object relationship, and discusses children's responses to losing a security object, and the developmental point at which a child will…

Secondary-level history teachers participated in a study examining differences among experts, experienced teachers, and novices in classroom use of higher order thinking skills (HOTS) and content knowledge. The results support the theory that development of teaching expertise is associated with a change from HOTS-lean and content-rich…

Examines the process of language acquisition as well as scientists' understanding of the intricate process of learning to talk. Specifically addresses: (1) foundations of language; (2) prenatal period; (3) first month after birth; and (4) conversation. Also discusses adult-child activities that stimulate language-learning. (SD)

Compares ontogenetic models, which stress development through a series of stages; sociogenic models, which stress the influence of social context on adult behavior; and liberative models. Liberative models do not treat adult development as entirely dependent on biological or social determinism, and do stress individuals' conscious efforts at…

Notes two faulty aspects of the Reznick et al., twin study (PS 526 688): the expressive language measure at 14 months, which has practically no spread of item difficulty, as well as measures included to assess specific cognitive characteristics; and the notion of infant transition as it affects interpretation of the results. (HTH)

Nine experiments examined 6- to 10-month-olds' formation of an abstract category representation for "between." Findings indicated that older, but not younger infants, could form an abstract category representation for "between" when performing in an object-variation version of the between categorization task. Six- to…

Investigates developmental changes in moral reasoning about sibling and parental relationships in Mainland Chinese children. Results suggested universal stage-like progression in moral judgment from superficial to profound. However, culture-specific moral reasoning also existed. Argues that Chinese children's moral characteristics are influenced…

Reports on the results of three studies that investigated whether three- and four-year olds interpret television images as mere pictorial representations of objects or as real physically present objects. Children's developmental differences are discussed, and a developmental sequence of understanding television reality is presented. (28…

Investigated factors associated with relationship quality of 49 first-time pregnant women and their mothers using data from a two-wave mail survey. Compared correlations of intimacy and perceptions of equity with correlations of intimacy and actual help patterns. Findings indicated that perception of equity is more associated with relationship…

Specific guidelines are offered for implementing figurative language activities into a language intervention program. The guidelines emphasize prerequisite skills, goal sequencing, facilitation of comprehension, and aids to interpretation. A table describes figurative language forms and their use in children of varying developmental ages. (JDD)