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Couloumbis, Theodore A. – Intellect, 1976
Article critically evaluated the concepts of development/ modernization regarding the differences among "developed,""developing," and "underdeveloped" countries. (Author/RK)
Descriptors: Definitions, Economic Development, Evaluation Criteria, International Education
Peer reviewed Peer reviewed
Oppenheimer, Louis – International Journal Of Behavioral Development, 1978
Descriptors: Cognitive Development, Developmental Stages, Models, Perspective Taking
Liebert, Robert M.; Sprafkin, Joyce N. – School Media Quarterly, 1977
Discusses the three-stage observational learning process of exposure (amount of contact and type of content), acquisition (what is learned), and acceptance (how much affects attitudes and actions) with emphasis on racial and sexual stereotypes. (JAB)
Descriptors: Children, Ethnic Stereotypes, Learning Processes, Sex Stereotypes
Peer reviewed Peer reviewed
Smith, Earl; Rome, Dennis M. – Western Journal of Black Studies, 1987
A history of Grenada is presented in this article. The U.S. invasion is analyzed in the context of the hardships and the economic crisis which dominated the region at that time. Revolutionary social process is necessary in the Caribbean, thus the "big stick" approach of the United States leads to hostility. (VM)
Descriptors: Colonialism, Developing Nations, Foreign Policy, Imperialism
Peer reviewed Peer reviewed
Liebschner, Joachim – Early Child Development and Care, 1985
Reexamines Froebel's philosophical viewpoints on children's social development in light of the significance of social forces, children's deliberate imitation of each other during play, and parent roles. Illustrates Froebel's theories on the social aspect of learning with two observations recorded by his co-workers and one letter written by Froebel…
Descriptors: Children, Educational Philosophy, Educational Principles, Imitation
Peer reviewed Peer reviewed
Slavenas, Rosemarie – Early Child Development and Care, 1985
Briefly highlights the artificial dualism between the affective and cognitive areas of human functioning in terms of history, physiology, and psychology. Previews topics of current research and theory in the area of social/emotional development. (DST)
Descriptors: Cognitive Development, Emotional Development, Foreign Countries, Social Cognition
Peer reviewed Peer reviewed
Gould, Judith – Journal of Autism and Developmental Disorders, 1986
The Symbolic Play Test was given to 31 socially impaired and 29 sociable elementary grade children retarded in language comprehension, of similar intelligence (profoundly retarded to normal). Play test age and spontaneous pretend play were similar in sociable Ss but, in the socially impaired, spontaneous pretend play was lower than play test age…
Descriptors: Communication Disorders, Multiple Disabilities, Play, Social Development
Peer reviewed Peer reviewed
Novak, Mark – International Journal of Aging and Human Development, 1986
Finds that Erikson's model of ego development fails to see the relationship between individual crises and the modern postmetaphysical world view, where the meaning of life is in question. Suggests that Erikson's description of crisis and ego integration remains sound but should be tied to the specific problems associated with living in modern…
Descriptors: Cultural Context, Life Satisfaction, Personality Development, Self Concept
Peer reviewed Peer reviewed
Chamove, Arnold S. – Child Development, 1984
Eight stump-tailed macaques were reared individually and either given all of their daily social experience in darkness or given half in the dark and half in the light. Results suggest that vision is especially important in the maintenance of assertive behaviors and in the instigation and direction of aggressive behaviors. (Author/RH)
Descriptors: Aggression, Animal Behavior, Peer Relationship, Play
Breen, Catherine; And Others – Journal of the Association for Persons with Severe Handicaps (JASH), 1985
Four high-school-age students with autism and severe disabilities were trained to initiate and sustain social interactions with nondisabled peers at two community job sites. Results showed that all Ss acquired a chain of social break behaviors using one peer trainer. (Author/CL)
Descriptors: Autism, Generalization, Interpersonal Competence, Severe Disabilities
Peer reviewed Peer reviewed
Keller, M.; Reuss, S. – Human Development, 1984
Outlines how levels of the interpretation of reality and categories of a naive theory of action that constitute these levels are differentiated and coordinated in a specific developmental sequence. Subsumed within this theoretical framework are the distinction between action on physical objects and social interaction and the distinction between…
Descriptors: Cognitive Development, Conflict, Friendship, Perspective Taking
Peer reviewed Peer reviewed
Buescher, Thomas M. – Roeper Review, 1985
The article examines patterns of adolescent development believed to exist among both normal and gifted students and cites issues rising from clinical and research studies, including recognition and ownership of giftedness, tension between one's performance and expectations, and low tolerance for ambiguity. (CL)
Descriptors: Adolescents, Emotional Development, Gifted, Psychological Characteristics
Schloss, Patrick J. – Perspectives for Teachers of the Hearing Impaired, 1984
Teacher-made table and card games in which students work on such general skills areas as accepting and giving criticism or asking and answering questions can help promote positive social behaviors to handicapped students. (CL)
Descriptors: Disabilities, Discipline, Elementary Secondary Education, Games
Peer reviewed Peer reviewed
Mesibov, Gary B. – Journal of Autism and Developmental Disorders, 1984
Preliminary indications suggested that a social skills training program featuring modeling, coaching, and role playing was effective in helping 15 autistic adolescents and adults learn to have positive peer-related social experiences. (CL)
Descriptors: Adolescents, Adults, Autism, Interpersonal Competence
Blacher, Jan; Turnbull, Ann P. – Exceptional Child, 1982
Questionnaires completed by teachers in mainstreamed preschools and parents whose children attended mainstreamed preschools indicated no significant differences among teacher responses based on type of mainstreaming setting, but there were significant differences concerning the value of preschool mainstreaming, the social interaction of the…
Descriptors: Disabilities, Mainstreaming, Parent Attitudes, Preschool Education
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