Discusses ontogeny and phylogeny in Piaget's work, differences between Piagetian (constructivist) and Darwinian (selectionist) approaches, and problems associated with transposing conceptual systems from one field to another. (RH)

Presents a college curriculum for a men's study program which is divided into three parts: an introductory section which presents basic concepts underlying men's development and roles, a section examining the application of these insights to psychology and the other social sciences, and a final section outlining topic areas of study. (Author/BL)

A total of 23 infants were longitudinally studied to ascertain how kind and amount of prereaching activity changes with age during the first four months of life. Substantial changes were observed in the pattern of prereaching around two months of age. (RH)

Argues that the study of the life course is necessarily a historical form of inquiry that demands acknowledgment of narrative structure. Because the data of narration derive from experience, the idea of development can only be placed within the realm of subjectivity. (RH)

Argues that technology in general and educational technology in particular tend increasingly to isolate us from the very processes by which we define our humanity. (JOW)

The job clinic described, when integrated with the National Center for the Exploration of Human Potential program, has the potential to create methods which can overcome attitudes which impede job finding success. (Author)

The longitudinal study reported in this article focuses directly upon Gibb's (1964) model. The impact of initial high and low levels of trust upon later group accomplishment is explored in two sets of groups: one set which participated in organizational training laboratories, and one which did not. Results indicate that prelaboratory trust is a…

A book using the college experience as a vehicle for testing a theory of maturity is reviewed. (DB)

Reviews papers presented at the Eighth West Virginia University Biennial Conference on Life-Span Development, which was intended to explore historical and generational (cohort) effects in life-span development.(Author/RH)

The author suggests qualities that a professional must strive for in order to be an actual "professional." These qualities include actively seeking knowledge; being able to accept responsibility; renewing personal vitality; and managing effectively. (CT)

The author discusses recent changes in his thinking about evaluation, decision making, and authority and finds the notion of a logical, rational, synoptic decision process to be hardly defensible. (CTM)