Administered Washington University Sentence Completion Test, Rest Defining Issues Test, and moral judgment interview of reasons for choosing abortion to unmarried females (ages 12-14, 17-19, 23-25). Found clear developmental differences between youngest and two older groups on ego development and principled moral reasoning; no major differences…

The effect on families and the changes that occur in relation to a child with intellectual disability are considered through the lifespan. As the rest of the family grows older, the child with a disability goes through school years and remains having special needs and specific vulnerability through adult life. (Author/JDD)

Examination of the clinical records of 60 children with Down's Syndrome from 9 months to 9 years of age documented the order of emergence of sounds. Results indicated a wide range of ages for emergence of individual phonemes, revealing that norms and service delivery models established for typically developing children are inappropriate for use…

Comments on Lewis's ideas about reconciling stage and specificity in neo-Piagetian theory in this issue. Focuses on whether general stages, domain specificity, and individual diversity are compatible from a nonlinear, dynamic perspective. Suggests that, by using catastrophe theory, intra- and interindividual diversity and domain specificity can be…

The developmental course of 9 temperament dimensions were documented in 104 children from ages 2 through 12. Overall, with the advancement of age, children's temperament showed less developmental change as indexed by mean ratings on the temperament dimensions and greater cross-time stability as assessed by the rank ordering of children across…

This study attempted to determine, prioritize, and compare the informational needs of parents (n=40 pairs) at different stages in the educational life cycle of their child with mental retardation (children aged 3 weeks to 12 years). Results found an ongoing parental need for information and services resembling the developmental tasks encountered…

Reviews research on quantitative and qualitative indexes of play, and relationships between play and language. Finds consistent relationships between duration and level of play throughout early development, and parallel developments in play and language. Indicates that measures of spontaneous activity and habituation in infancy predict…

Examines the nature of complementarity reasoning, its relations to logical, analogical, and dialectical reasoning, and its function for resolving the many perceived contradictions and paradoxes that characterize religious life. Argues that complementarity reasoning is crucial to religious development and this type of reasoning is reached toward…

Superimposes findings of research in learning disabilities on Piagetian stages of cognitive development. Results suggest that during sensorimotor stage, diagnosis of learning disabilities is difficult. Findings suggest delay exists in cognitive development of learning-disabled children during elementary school years, which corresponds to…

Presents developmental approach to career guidance consistent with the developmental philosophy of contemporary elementary school counseling programs. Looks at program development and evaluation, and discusses these aspects of elementary school career development program: counseling with children, parent counseling and training, and developmental…

"Turning Points," Carnegie's report on young adolescents, rejects small-scale, incremental school reform in favor of sweeping transformation. The report takes aim at twin targets: junior high schools that have not grappled with developmental appropriateness issues and middle schools that have developmentally appropriate forms, but have weakened…

Waldorf education, rooted in the spiritual-scientific research of the Austrian scientist Rudolf Steiner, conceives man/woman as a three-fold being of spirit, soul, and body whose capacities unfold in three developmental stages: early childhood, middle childhood, and adolescence. Waldorf schools educate the whole human being--head, heart, and…

Children (n=120) were examined as they responded to a picture in a sentence-completion task using a past tense irregular verb. Some irregular verbs were correctly produced by age three, but others were still not mastered by age nine. A preliminary order of development of the verbs is offered. (Author/JDD)

Examines the way third, fifth, and seventh graders evaluate evidence and reasoning with argumentative criteria to determine the extent to which children develop argumentation skills naturally. Finds that nearly all children adequately judged evidence and reasoning in arguments, and children exhibited systematic changes in ability to analyze…

Explores the relationship between speech and spelling in a case study of developmental dyslexia. Finds that the 14-year-old subject's articulation difficulties were recapitulated in his spelling. Suggests that, although young children make use of a phonological frame on which to organize orthographic information, dyslexics are unable to do so. (RS)