Piaget's theoretical contributions to the study of children's play are described. The Piagetian notions of play as representing pure assimilation and as serving a consolidative function are examined. Contemporary research in which these and other Piagetian premises have been studied empirically is reviewed. (Author)

The psychologist Erik Erikson describes his epigenetic theory of the stages of human development; Joan Erikson discusses the function of art as a healing medium. (SK)

Responds to Wilson and Wilson's critique (Sept 1981) of the use of the developmental approach to the study of children's art. Lewis argues that the developmental approach is appropriate for age-related studies and it should not be abandoned as a method because researchers are working on projects where its use is applicable. (AM)

Children were asked to judge the life qualities of a stimulus, justify their judgment, and judge again, after being given an anomalous probe. Analysis indicated younger children were unable to adhere to an original judgment when probed, while older children were. Results may reconcile previous empirical discrepancies in Piagetian research.…

Indicates how research about the physiology and chemistry of the brain verifies the educational applications of Piaget's theory. Discusses maturation, experience, social transmission, and equilibration. (Author/DC)

Reviews research studies on the nature of children's understanding of the writing process and how teachers can better help children learn to write. (HTH)

Three- to 7-year-old children were trained through reinforcement to select the more or less numerous of two rows of squares. All children successfully judged relative numerosity when number covaried with length or density, but only concrete operational children were successful when numbers did not covary with other dimensions. (Author/DB)

For developmental social psychology to be clinically practical, it must use categories of experience similar to categories that counselors, clinicians, and other practitioners find useful. Describes how individuals may function at different levels depending on the context in which they are expressing their understanding. (Author)

Outlines three constructs, the assumptive reality of childhood and the imaginary audience and personal fable of adolescence, which help explain normal and problem behavior. Counselors are asked to accept the young person's view of reality as valid and help him/her distinguish between personal and social reality. (Author)

A developmental dimensional model of maturing is presented that has received some transcultural and longitudinal validation. Specific principles, induced from such research and from existing psychological research more generally, provide guidelines about how to encourage healthy growth. (Author)

Discusses the emotional and intellectual needs of adolescents and suggests that a testing program should address itself to the developmental needs of students and to the contributing environment. For example, testing could involve both an oral approach and an audiovisual component. (KC)

This annotated bibliography cites 15 references on cognitive development in adolescence and its implications for secondary school teaching. Particular attention is given to Piaget's theory of the formal operational state of thought. (SJL)

Twelve people in each of three age groups--three-year-olds, five-year-olds, and college students--spoke to an adult listener who was positioned 6-, 12-, and 24-feet from the subject. Results indicate that children as young as three years old seem to know that it is necessary to increase vocal intensity as the listener becomes more distant.…

This study was designed to investigate the development of the visual placing response in infants, as well as the visual mediation of the response and texture factors that influence this response during its development. The response was associated with age and apparently developed in two phases. (Author/DB)

Examines the phenomenon of adolescent delinquency from the point of view of the socialization process into delinquency. Theoretical explanations discussed are (1) the stage of adolescence as a factor in the individual's vulnerability to delinquency, (2) social labeling and an explanation of socialization into delinquency, and (3) other…