13,380 results on '"MATURATION"'
Search Results
2. Psychosocial Maturity and a Dimension of Moral Judgement. Johns Hopkins University Center for Social Organization of Schools, Report No. 209.
- Author
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Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools., Bond, Lloyd, and Greenberger, Ellen
- Abstract
This study investigates the relation between Psychosocial Maturity and a dimension of moral judgment. Form D of the Psychosocial Maturity Inventory and Form B of the Survey of Ethical Attitudes (SEA) were administered to 182 tenth grade students. Predicted negative correlations between SEA and two Social Adequacy subscales were marginally significant for male students and not significant for female students. A previous finding, that SEA scores are curvilinearly related to maturity, was not supported. Implications of the findings for developmental models of moral development are discussed. (Author)
- Published
- 1976
3. Maturational Stages in the Development of Communication Systems By the Child. San Jose State Occasional Papers in Linguistics, Vol. 1, November 1975.
- Author
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San Jose State Univ., CA. and Lamendella, John T.
- Abstract
The prelinguistic child's attempts at communication cannot be viewed as rudimentary language. More than cataloguing overt acts, we need to understand the functional character of both language and non-language communication capabilities, and in particular the maturational stages of the internal communication systems that produce overt behavior in human beings. To describe the child's behavior without considering the nature and organization of the neural systems that produce the behavior is unreasonable. Above all, it must be realized that the child's observable behavior is only the tip of a neuropsychological iceberg. The conclusion that developmental stages are mere theoretical constructs, abstractions from a process that is actually continuous in nature, could only result from ignoring this fact. The forebrain limbic systems that became elaborated in primates constitute the primary level of human communication. The second arises at about 12 months in the form of neocortically based conceptual systems, including gestural behavior encoding components of propositional elements such as agent, patient, dative, etc., until recently largely ignored by psycholinguists. Only from about 20 months does the child use syntactical and morphological indicators to systematically encode components of the underlying conceptual message, and only at this point can the acquisition of a language system be said to have begun. (Author/AM)
- Published
- 1975
4. The Relationship between Sex Differences and Reading Ability: A Study of Children's Performance in an Israeli Kibbutz System.
- Author
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Gross, Alice Dzen
- Abstract
This study tested two long-standing assumptions in education: that reading ability in the elementary grades is differentiated by sex and that boys experience a higher incidence of reading disability than do girls. In addition, three biological explanations for this difference were tested: maturational lag, cerebral dominance, and vulnerability of the male organism. A Hebrew reading-comprehension test was administered to second graders and fifth graders in an Israeli kibbutz, chosen because of the lack of separation of boys and girls, the relative lack of differentiation of socialization practices, and the availability of uniformly maintained medical, developmental, and educational records. Results showed no differences in gender in reading level and reading readiness, in frequency of occurrence of reading disability, in maturational lag, in mixed dominance, nor in 12 selected indices of psychopathology in children. Tables of findings illustrate the text. (JM)
- Published
- 1976
5. Keesda (A Coming-Out Feast).
- Author
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Dulce Independent School District, NM. and Pono, Filomena P.
- Abstract
The Jicarilla Apache people celebrate a young girl's coming of age by having a feast called "Keesda". Derived from the Spanish word "fiesta", "Keesda" is a Jicarilla Apache word meaning "feast". This feast is held for four days, usually during the summer months. However, it may be held at any time during the year whenever a young girl comes of age. When this happens, a quiet ceremony is held and the celebration and feast are held the following summer. The ceremony for the feast follows strict Jicarilla customs since the people believe that the girl's future happiness and well-being depend on following the details exactly. Keesda is a busy but happy occasion for the family who is celebrating it. Relatives and friends join in the celebration, festivities, and preparations for the feast. A young brave is chosen by the girl's father to dance with his daughter in the teepee. The girl's family, with the help of the brave's family, prepare all the necessary details of the feast. This illustrated booklet describes the activities held during the 4-day feast and gives a young brave's account of his role during the ceremony. (Author/NQ)
- Published
- 1976
6. Formal Operations in Very Bright 8- to 14-Year Olds.
- Author
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Webb, Roger A. and Daurio, Stephen P.
- Abstract
This study examined the transition from concrete to formal operations in very bright children in an effort to determine whether high ability in concrete operations would carry over into formal operational ability, and also to investigate precocity in regard to formal operations. Subjects were 38 white middle-class children ranging in age from approximately 8 to 14 years. Of these, 25 were younger students (approximate ages 8 to 12) with IQ's greater than 160, and 13 were older (approximate ages 12 1/2 to 14) with IQ's in the range of 150. The children were tested individually in their homes on three formal operational tasks adopted from Inhelder and Piaget as well as two moral reasoning dilemmas from Adelson and Piaget. The formal operational tasks were: communicating vessels, oscillation in a pendulum, and a balance problem. Tasks are described. Scoring was adopted from Inhelder and Piaget. Two judges assigned one of four categorical ratings, two concrete and two formal, to each task. Results indicate that high ability in children over the age of 11 does carry over into formal operations; but that bright children under 11 years demonstrate a low rate of precocity in formal operational ability, with exception of the pendulum problem. These results and responses to the moral questions are discussed. (Author/SB)
- Published
- 1975
7. The Description and Evaluation of the Alternate Day-Full Day Kindergarten Program.
- Author
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Mouw, Annabelle Jean
- Abstract
This paper describes and evaluates an alternate day-full day kindergarten program. Through the use of Cognitive Abilities Test (CAT) scores and surveys, two kindergarten groups were compared. One group attended school for a half-day daily; the other attended all day on alternate days, but for a comparable length of time. A summary of survey results from parents, kindergarten teachers, and elementary principals is presented. CAT scores turned up non-significant differences between the two groups. Teacher opinion surveys found a relationship between the teacher's attitude towards her all-day program and her students' performance. Opinion surveys from principals, parents, and teachers showed the largest factor for consideration to be the child's maturation level. Large motor and social skills were more easily taught in the alternate day-full day program; art and language skills in a daily program. Considering all variables, it was concluded that the type of program was not the contributing factor for its success. It was concluded that not every child will adjust to an all-day program. Teacher instruction and program, school curriculum, and skill development are factors to be considered before an all-day kindergarten program is adopted by a school system. Appendixed are survey questionnaires and the alternate day-full day kindergarten program daily schedule. (JH)
- Published
- 1976
8. Adolescent and Parent: Interaction between Developmental Stages.
- Author
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Minnesota Univ., Minneapolis. Center for Youth Development and Research. and Smith, Barbara
- Abstract
The focus of this newsletter is on the interaction between two major developmental stages: adolescence and middle age. Research and theories about each stage are presented separately, followed by a discussion of how the two occur within the family structure. This discussion may be useful to teachers, counselors, employers, or researchers working with individuals who are particularly affected by the impact of this cross-stage interaction. Among the unique and stressful characteristics of adolescence are ego identity, peer-group relations, emotional growth, establishment of independence, and career formation. Middle age is frequently characterized by awareness of aging and proximity of death, waning health and vitality, achievement of career plateau, waning parenthood, and resultant change in marriage situations. When adolescents undergo ego identity and role confusion at the same time that their parents experience pressures of generativity versus ego stagnation, tension and potential conflict are likely. Parents may not have the physical or psychic energy to guide their adolescent children, and alienation may result. Greater freedom for the younger generation may promote inferiority feelings in parents. Research is needed to explore family therapy, education about problems of aging, and effect of environment or individual characteristics on the varying severity of transitional stages experienced by different people. (AV)
- Published
- 1976
9. Changes in Scholastic Achievement of Disadvantaged Children Enrolled in Follow Through PEP-IPI Project.
- Author
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Fesler, Elizabeth
- Abstract
This paper briefly summarizes the findings of a study of the effects of the Follow Through Primary Education Project-Individually Prescribed Instruction (PEP-IPI) model. The project was designed to provide individualized instruction (with emphasis on perceptual and motor abilities, language concepts, classifying skills and reasoning abilities) to disadvantaged children in kindergarten through third grade. The individualization was accomplished through diagnosis of pupil achievement using a content-referenced testing program followed by the development and implementation of prescriptions. The PEP-IPI children, when compared with their respective controls, showed significant gains on standardized indices of achievement. (ED)
- Published
- 1975
10. The Peaceable Kingdom.
- Author
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Committee on Children's Television, San Francisco, CA. and Williams, Sally
- Abstract
The relationship of television to the roles of society in caring for and nurturing the needs of the immature child are reviewed by the co-chairperson of the Committee on Children's Television. The roots of society's concern for the young are traced to Hammurabi and television's duality in denying that it influences children to violence, while selling its persuasiveness as an advertising medium, is decried. The recent statement of the Federal Communications Commission on the duties of broadcasters to provide children's programs that educate and inform as well as entertain is discussed, along with policies of the Federal Trade Commission on advertising in children's programing. A 9-point set of guidelines is proposed for broadcasters to help them upgrade children's programing. (SK)
- Published
- 1975
11. The Social Learning Environment Rating Scale. Observation Manual: Draft Version.
- Author
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Yeshiva Univ., New York, NY. Curriculum Research and Development Center in Mental Retardation., Warshow, Joyce P., and Bepko, Raymond A.
- Abstract
Presented is a 60-item rating scale for measuring teacher and pupil performance on the Social Learning Curriculum (a program designed to improve culturally disadvantaged and developmentally disabled primary students' critical thinking and independent action). Scale items are explained to be observable classroom behaviors whose frequency and quality are rated on a scale of one to five. Also provided are examples of teacher ratings and student behaviors. (CL)
- Published
- 1974
12. Bibliography on Speech and Language in Mental Retardation: 1900-1975.
- Author
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Minnesota Univ., Minneapolis., Rondal, Jean A., and Rondal, Renee N.
- Abstract
The bibliography presents approximately 750 references (from 1900-1975) on speech and language functioning in the mentally retarded. Citations are grouped into two sections: speech and language (development, verbal behavior, and environmental influences), and intervention studies (habilitation, therapy and training programs). References usually provide author's name, title, source, date and pagination information. (CL)
- Published
- 1975
13. A Study of the Concern Levels of Teacher Education Students.
- Author
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Clark, Kathleen and Mahood, Wayne
- Abstract
This study attempted to replicate the research results of Frances Fuller regarding concerns and emotional maturity of prospective teachers. The report focused on the questions (a) Do concerns of prospective teachers tend toward universality? and (b) What are the programmatic implications? Subjects for this study were education majors whose experience ranged from no education courses to certification. The survey results confirmed the Fuller findings, though between-group differences in terms of three concern levels were not statistically significant, and most majors tended to be at lower maturity levels. The implication is that education programs may well require revision to reflect student concerns. (The report includes tables depicting standard deviations and variances of the four sample groups, and figures illustrating respondents' concern scores.) (Author/JS)
- Published
- 1975
14. The Effects of Father Absence on Work Analysis Skills Among Head Start Children.
- Author
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Mueller, E. Jane
- Abstract
The goals of the study were: (1) to determine the relationships among selected sociological, health, and behavioral variables and third-grade word analysis test scores, and (2) to test a causal model employing part analysis. Subjects were 314 Head Start students in 1968. Data on race, sex, perinatal complications, number of children in the family, father absence, and subjects' behavior were obtained from medical records. Data indicate that for the most disadvantaged children (those selected for Title I programs) the absence of the father may be a possible cause of low word analysis test scores. Data tables are included. (CS)
- Published
- 1975
15. Piaget in Action.
- Author
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Almy, Millie
- Abstract
This paper presents a discussion of the Piagetian theory of knowledge development in relation to early childhood education. It is suggested that Piaget's research has often been used by education to determine the sequence in which concepts should be presented to children rather than to determine the nature of the classroom experience children should have. Educators are encouraged to become more concerned with "how" children are taught rather than "what" they are taught; the "how" being derived from an understanding of the factors involved in the child's transitions from the sensorimotor period of infancy to the concrete-operational thinking of childhood and to the formal operations that characterize the thinking of the mature adult. Pedagogical implications of Piaget's process of equilibration or self-regulation for classroom teachers are suggested: (1) teachers should listen more than tell, framing questions designed to promote reflection and further inquiries by the child; (2) teachers should promote the child's interaction with other children; and (3) teachers should gain a perspective on education as essentially a "do-it-yourself" process, in which the teacher's role is primarily to facilitate learning. (CS)
- Published
- 1974
16. Growing Up: The Development of Psychosocial Maturity. Report No. 180.
- Author
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Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools. and Greenberger, Ellen
- Abstract
The Center for Social Organization of Schools has two objectives: to develop a scientific knowledge of how schools affect their students, and to use this knowledge to develop better school practices and organization. One of the three programs sponsored by the center is the Schools and Maturity Program. It is studying the effects of school, family, and peer group experiences on the development of attitudes consistent with psychosocial maturity. The objectives of the program are to formulate, assess, and research important educational goals other than traditional academic achievement. This report contains three papers on psychosocial maturity entitled: (1) Psychosocial Maturity and the Social Environment, (2) Attitudes Toward Self and Society, and (3) the Phenomenological World of the Mature Adolescent. A bibliography of the Schools and Maturity program is also provided. (Author/PC)
- Published
- 1974
17. Perceptual Processing Development: Its Relation to Learning Disabilities. Section I.
- Author
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Chicago Univ., IL., Wepman, Joseph M., Wepman, Joseph M., and Chicago Univ., IL.
- Abstract
Presented is a developmental concept of perceptual processing as related to learning disabilities in young children. Learning is seen to involve the interaction of cognitive developmental stages at the preverbal, verbal, and postverbal levels with learning disabilities seen to be due to perceptual handicaps. A model is offered which posits a hierarchy of learning capacities resulting from increasing differentiation of the nervous system and the importance of modality preference in matching instruction to the child. A perceptual test battery is described. Confirmation of the author's theories is seen in results of five field studies which investigated the development of perceptual processing, the modality distinction, and the reliability and validity of the test battery. Stressed is the importance of matching instruction to the child's individual learning style. The ignoring of individual differences in the development of perceptual adequacy is seen to be responsible for many learning disabilities. A chapter (reprinted from Issues on Classification of Children by N. Hobbs) focuses on the purposes of classification, evaluation and intervention with learning disabilities. Three detailed case histories are provided to illustrate the type of examination, diagnosis, and recommendations that can be made in evaluating a child's problem. Educational implications of the author's model are seen to involve early perceptual training and modality oriented instruction. (DB)
- Published
- 1974
18. Crystallizing Conditions, Developmental Advance and Education. First Annual Report.
- Author
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Feldman, David
- Abstract
This research report outlines progress made in the development of a conceptual framework (called "crystallization") which is intended to explain the conditions found to be critical to the child's potential for developmental change. The research completed and proposed on crystallization has centered around four main areas of activity: (1) a field experiment, (2) the development of a diagnostic map-drawing instrument, (3) the preparation of a series of theoretical and conceptual papers, and (4) a proposed study of "precociousness" in children. The overall research goal is an attempt to operationalize, or put into explicit language, the specific conditions under which developmental advances take place, especially advances which would probably not occur without educational assistance. Each activity undertaken in the project was selected for its probable contribution to this objective and is described separately in the report. (CS)
- Published
- 1974
19. A Longitudinal and Comparative Look at Cognitive Development in EMH Children.
- Author
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Steele, Joe M.
- Abstract
Examined longitudinally were the rate and proportion by grade level of the cognitive development of 202 13- to 16-year-old educable mentally handicapped students. A 20-item written test composed of eight problem solving and 12 cognitive development items representing the concrete I, concrete II, and formal I operations levels of Piagetian theory, was used. Results over a 12 month period indicated that 68 percent of the Ss showed no change in developmental level, 92 percent of those making a gain increased by one level, and 6 percent demonstrated losses. Data suggested that curriculum materials should be appropriate to the student's level of cognitive development, and that measures of developmental level provide more educationally relevant information than IQ scores. (CL)
- Published
- 1975
20. Non-Categorical Education for the Preschool Child.
- Author
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Bricker, Diane D. and Bricker, William A.
- Abstract
Described is an innovative program of noncategorical education for both normal and developmentally delayed infants and preschool children. Focused upon are such aspects of program design and operation as early intervention, integration of delayed and nondelayed toddlers and preschoolers matched on the basis of developmental level rather than chronological age, parent involvement and education, and developmental programing. It is noted that the educational curriculum covers sensorimotor, motor, social and language development for infants, toddlers and preschoolers. Administration of the infant and parent training components are discussed, daily program activities for toddler and preschool classes are outlined, and the rationale for developmental programing is explained. (LH)
- Published
- 1975
21. Extended School Year Programs: The Effects on Achievement and Other Phases of Student's Lives.
- Author
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Crim, Roger D.
- Abstract
Reasons for the present emphasis on all-year operation of schools differ from those prevailing 30-40 years ago. During the depression emphasis was on economy. Recently, a more sensible reason for an extended school year is coming into focus--the year-round school has educational value. It is not just something to be considered in order to save money, though that certainly is one of the criteria. The year-round operation of the public schools is necessary for meeting the educational needs of an urban society. After a lengthy review of the research on and practice with the extended school year, the author presents extensive findings in favor of the extended school year. He addresses such areas of concern as academic achievement, remedial programs, graduation rates, mental health, student maturity, student social needs, handicapped children, and college admission. (Author/IRT)
- Published
- 1974
22. A Developmental Analysis of Set Patterns in Children: A Normative Study.
- Author
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Janzen, Henry L.
- Abstract
The main problem of this study was to examine the set characteristics of children at various age levels. Subjects were observed according to their ease of excitability and extinction in the haptic and visual modalities. Set patterns were examined at different age levels to determine if there was any trend from one age to another. The findings support those of Uznadze's in that excitability is a distinguishing feature in all children. Although the subjects did not vary in rate of excitation haptically and visually, there were significantly different rates in the number of trials it took before extinction took place. The data indicate that, as subjects increase in age, there is a drop in the number of assimilative illusions in both modalities. The study demonstrated that there are significant age differences in the way children develop and maintain sets, particularly in the haptic modality. The study suggests that the development of set has little meaning outside the context of the physiology of the nervous system and its relation to maturation and the learning of cognitive operations. (SJL)
- Published
- 1976
23. What Research Tells the Practitioner About Skill Acquisition.
- Author
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Powell, Frank M.
- Abstract
Research has provided inadequate scientific basis for incorporating fundamental motor skills into the curriculum. More knowledge on how children acquire motor skills is imperative. Motor development of a child is generally viewed as an inherent sequential process of motor unfolding, while skill acquisition is the process mediated through practice, training, and the associated learning mechanisms. The development of motor skills in infants and children is largely the result of growth and maturation. Three major factors that should be considered by the practitioner teaching physical skills are the state of the learner, the nature of the skill, and the methods of instruction. Sex differences are not apparent in the rate of acquisition of basic skills. There is also little evidence to show that the rate of skill acquisition is any slower or faster in young children as compared to more mature learners. It is important to the success of learning to maintain an optimal arousal level throughout the acquisition level. Skills described as continuous are generally learned more rapidly than discrete skills. The best methods of instruction that can be employed by the practitioner are those based on a complete knowledge of the nature of the learner, the nature of the skill, and the quality and amount of practice given. Knowledge of results also qualifies as a most important factor in skill acquisition. Practitioners and researchers are doing a better job now than in the past. Efforts should be concentrated not on producing more highly skilled youthful athletes but on producing a larger number of adequately skilled children. (SK)
- Published
- 1976
24. Freud, Adler, Jung: From Womb to Tomb.
- Author
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Pedrini, D. T. and Pedrini, Bonnie C.
- Abstract
This paper briefly introduces outlines of psychoanalysis (Freud), individual psychology (Adler), and analytical psychology (Jung). Freud focused on problems of adults as they related to childhood; Adler on problems of adults as they related to adulthood; and Jung on problems of adults as they related to middle and later years. Jungian analytical psychology is singularly applicable to the entire life cycle with special meanings for gerontology. In all this theorizing, however, we should always consider reality, and towards this end research is recommended. Included is a select bibliography with authorized translations of original sources, definitive sources, and explanatory sources. (Author)
- Published
- 1976
25. A Developmental Perspective of Cognitive Style.
- Author
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Gray, Jerry L.
- Abstract
The primary purpose of this study was to establish normative data for the cognitive style behaviors of children from kindergarten through the ninth grade. Approximately 400 students served as subjects. The measures used were a free response pictorial-, a multiple choice pictorial-, and a multiple choice verbal-test. Cognitive style behavior was found to progress developmentally from relational to descriptive to categorical modes for pictorial stimuli and from relational to categorical to descriptive modes of information processing for verbal stimuli. The consequences of individual differences in cognitive styles for school learning were discussed within a developmental framework. (Author)
- Published
- 1976
26. The Basics of/and Individualizing Adolescent Literature for 150 Kids, More or Less.
- Author
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Haley, Beverly
- Abstract
This paper asserts that what is really basic in education lies first in recognizing what it means to be human, to accept the challenges and pains and joys of being alive, and to attempt not only to preserve but to raise the level of that humanity a notch or so for the next generation. It is suggested that adolescent literature can be a vehicle for those who are struggling to break the bonds of childhood to enter into maturity. Passages from various adolescent novels are quoted which exemplify stages in adolescent development and those problems often encountered during the period of adolescence. A selected, annotated list of adolescent novels is also included. (LL)
- Published
- 1976
27. Syntactic Structures in the Language of Deaf Children. Final Report.
- Author
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Illinois Univ., Urbana. and Quigley, Stephen P.
- Abstract
To study the development of syntax in the language of deaf students, the Test of Syntactic Ability was constructed and administered to approximately 450 deaf students (10-18 years old) and 60 normal children (8-10 years old). The test contained 22 subtests covering seven major syntactic structures: relativization, conjunction, complementation, pronominalization, question, formation, negation, and the verb system. Although results showed gradual improvement of deaf Ss' performance, the improvement was slight and the retardation in comparison to hearing Ss was large. Developmental stages for deaf Ss on the structures tended to parallel the stages reported for hearing children. Certain distinct structures, apparently rule ordered, were found to appear consistently in the language of the deaf Ss but rarely or never in the hearing Ss. Comparison of the deaf Ss' knowledge of the various structures with the appearance of those structures in a series of reading texts analyzed during the project revealed differences so large as to make it unlikely the deaf subjects could read the texts. It was concluded that instruments for the assessment of syntactic structure, and curriculum materials tailored to the language of deaf children, need to be developed. (Author/LS)
- Published
- 1976
28. Educational Evaluation and Planning Package, Volume 1.
- Author
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Massachusetts Center for Program Development and Evaluation, Medford. and McCormack, James E.
- Abstract
Presented is Volume I of an educational evaluation and planning package designed in accordance with Massachusetts' special education laws. The package is designed to assist the Core Evaluation Team process, a multidisciplinary approach to educational assessment and development of individual education plans. The guide focuses on three skill areas: activities of daily living, motor development, and early language development. Each of the skill areas is divided into three components: a screening device; performance statements (a developmental list of specific skills to be assessed by the evaluator); and a next step chart (designed to provide a gross arrangement of skills to facilitate choices of next step tasks as required for education plan development. (LS)
- Published
- 1976
29. Counseling with College Youth--from Apathy to Militancy.
- Author
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Demos, George D.
- Abstract
This paper offers some suggestions to college counselors which are pertinent for effecting change in self-concept of student clients. What the counselor is really attempting to do in the counseling relationship is to help the youthful client find a more constructive, less painful, and healthier way to go through the maturational process which can lead to positive and constructive change in self-concept. Perhaps this is the lesson that young people must eventually find out for themselves: that it is desirable to search for the truth, and there are no better ways than reality confrontation and hard work. (Author/PC)
- Published
- 1974
30. Piaget's Preoperational Stage of Development and Applications for Special Preschoolers.
- Author
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Lowenthal, Barbara
- Abstract
Many preschool children with developmental delays in cognition and language are in the preoperational stage as defined by Jean Piaget's theory of cognitive development. The preoperational stage is divided into the preconceptual and the intuitive phases. During the preconceptual phase, the preschooler is unable to form true concepts and often reasons in the form of unrelated judgement without logical organization. In the intuitive phase, the child's reasoning is tied to his perceptions and therefore his thinking is often distorted. Implications for parents and teachers are that in a special preschool class, activities should be of a wide variety and should include exploring with all the senses (such as imitating the actions of people, animals and objects); that at home, parents can emphasize real experiences (including planting seeds and cooking); and parents and teachers should use language related to what the child is experiencing as well as to his general level of language functioning. (SB)
- Published
- 1975
31. The Reasoning, Moral Judgment, and Moral Conduct of the Congenitally Blind. Final Report.
- Author
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Temple Univ., Philadelphia, PA., Stephens, Beth, and Simpkins, Katherine
- Abstract
The performance of 75 congenitally blind and 75 sighted subjects (6- to 18-years-old) was compared on 32 Piagetian measures of reasoning, moral judgment, and moral conduct. Among major findings were that blind Ss did not achieve the reasoning processes characteristic of concrete operational thought with the facility or completion that would be expected for persons of their age and IQ (an average delay of 8 years was noted) and that few significant differences occurred between the blind and sighted groups on measures of moral judgment and moral conduct. Deficiencies found in the reasoning of blind Ss indicated a need to provide these persons with opportunities to interact and reason in ongoing situations. (Author/LS)
- Published
- 1974
32. Early Stages in the Acquisition of Negation by a Deaf Child of Deaf Parents. Research Report No. 94.
- Author
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Minnesota Univ., Minneapolis. Research, Development, and Demonstration Center in Education of Handicapped Children. and Ellenberger, Ruth L.
- Abstract
Videotapes of a deaf child of deaf parents were used to study the developmental stages and underlying processes involved in the child's acquisition of negation from age 28 months to age 41 months. The S was videotaped in spontaneous interaction with her mother or the experimenter for approximately 1 hour each month, and the films were transcribed into an English gloss notation by a team of deaf adults. Use of the negative headshake, a linguistic component of sign language, was the primary focus of study. Results revealed that the S acquired negation through stages comparable to those involved in hearing children's language acquisition. Findings suggested that the deaf are fully capable of learning to understand and use negation, and that a deaf child of deaf parents should not be considered to be communicating in a primitive or gestural manner if he negates sentences by using only a headshake. (LS)
- Published
- 1975
33. Cognitive Development in Young Deaf Children. Research Report No. 92.
- Author
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Minnesota Univ., Minneapolis. Research, Development, and Demonstration Center in Education of Handicapped Children., Best, Barbara J., and Roberts, Gail C.
- Abstract
Sixteen preschool-age hearing-impaired children were studied to explore the general nature of their cognitive development and to identify relationships between environmental processes and cognitive development. Data were obtained from administration of the Infant Psychological Development Scale and the Inventory of Home Stimulation (when Ss were 23- to 38-months old); and from administration of the Home Inventory, the Utah Test of Language Development, a structured mother-child interaction task, and a classification task (when Ss were 36- to 54-months-old). Findings revealed that the early cognitive development of deaf children through what J. Piaget terms the sensori-motor stage proceeds quite normally, but that cognitive development which is more clearly dependent on verbal interaction with the environment, or what Piaget terms social transmission, does show a discrepancy when deaf children are compared to hearing children on the classification task. Results suggested that early intervention programs with deaf children need to focus on improving communication abilities and developing curriculum materials which better teach those concepts usually transmitted through social interaction with the environment. (LS)
- Published
- 1975
34. The Spatially Competent Child with Learning Disabilities (SCLD): The Evidence from Research.
- Author
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Bannatyne Children's Learning Center, Miami, FL. and Bannatyne, Alexander
- Abstract
Research is reviewed in support of the author's hypothesis that the majority (60 to 80 percent) of learning disabled children are not brain damaged but have above average spatial ability and major deficits in auditory-vocal memory processing which are genetic in nature. Research is reported to support other aspects of his hypothesis such as the lack of visual problems in the spatially competent learning disabled (SCLD) group, the frequent occurrence of a general maturational lag in SCLD males, and the common presence of hyperactivity is also due to an inherited maturational lag. Research is reviewed in the areas of birth order, sex of siblings, neurological impairment, pregnancy and perinatal factors, hyperactivity and brain damage, the nature of hyperactivity, the management of hyperactivity, the inheritance of specific abilities and disabilities, specific abilities underlying reading and other language processes, the good spatial ability but poor auditory-vocal memory skills in SCLD children, the incidence of SCLD children, and the effectiveness of remediation programs. (DB)
- Published
- 1975
35. Metamemory.
- Author
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Minnesota Univ., Minneapolis. Inst. of Child Development ., Flavell, John H., and Wellman, Henry M.
- Abstract
This paper explores the concept of metamemory, generally defined as the individual's knowledge of and awareness of memory. The concept of metamemory is compared to three other categories of memory and a model of what the growing child could conceivably acquire in the domain of metamemory is presented. Brief reviews of existing research relations between metamemory and other psychological phenomena, with special reference to strategic memory behavior. Finally, some propositions about how metamemory might be acquired are offered. (Author/ED)
- Published
- 1975
36. Micro-Analysis of Logical Reasoning Relationships. Conservation and Transitivity. Technical Report No. 326.
- Author
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Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning., Toniolo, Thomas A., and Hooper, Frank H.
- Abstract
Investigated was the distinction between identity conservation and equivalence conservation in 180 preschool, kindergarten and third grade students. Ss were assigned to one of six different counterbalanced orders of presentation for the conservation task battery. The factors were age, task (identity/equivalence), criterion (judgment only/judgment plus explanation), and content area (length/weight). Among results were greater difficulty indicated for equivalence than identity conservation and significant performance improvement at every grade level for the transitivity tasks. (CL)
- Published
- 1975
37. Body Dimensions and Proportions, White and Negro Children, 6-11 Years; United States. National Health Survey Series 11, No. 143
- Author
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Health Resources Administration (DHEW/PHS), Bethesda, MD. and Malina, Robert M.
- Abstract
The fifth in a series of reports presenting analyses and discussions of data on height, weight, and 28 other body measurements taken from a probability sample of noninstitutionalized children in the United States aged 6-11 years, this document compares the growth patterns of white and Negro children for 20 body measurements. Emphasis is placed on comparisons of age and sex specific means and medians for Negro and white children. These national estimates are based on cross-sectional data, which are said to limit the analyses to attained size rather than velocities of growth. All dimensions are said to increase almost linearly with age from 6 through 11 years in Negro and white children, both males and females. Conclusions derived from these data are considered to agree generally with most other anthropometic comparisons of American white and Negro children with these statistics providing figures held to be current, comprehensive, and reliable national estimates. Twenty-six detailed tables of statistical material are provided. (Author/AM)
- Published
- 1974
38. An Inquiry Into Asian American Preschool Children and Families in Los Angeles. Asian American Education Project: Preliminary Report.
- Author
-
California Univ., Los Angeles. Graduate School of Education and Chan, Kenyon S.
- Abstract
This report presents the preliminary findings of an in-depth study of small samples of Japanese, Chinese, Korean, Filipino, and Hawaiian children and their families living in the Los Angeles metropolitan area. Children's learning characteristics and style as well as their socialization for schooling prior to their entry into formal public schools are investigated. Section 1 reviews the literature, while Section 2 reviews the methods used. Section 3 is divided into seven parts. Each part presents a preliminary analysis of the data collected. Child testing, observations of test-taking behavior, mother-child observations, and home interviews are described. Section 4 offers recommendations for future inquiry. Recommendations are divided into two general areas. Firstly, project reports are outlined, and then directions for future inquiry are suggested. Among the former are patterns of learning characteristics in each ethnic group, patterns of family socialization, mother-child interaction, and language behavior of child. Among the latter are a replication of the present study, studies of learning characteristics, studies of Asian American families, and the relationships between verbal and nonverbal assessments of competence. (Author/AM)
- Published
- 1975
39. Predicting IQ from the Young Child's Everyday Experience.
- Author
-
Carew, Jean V.
- Abstract
The present study states as its purpose the delineation of everyday transactions with the environment of a group of children observed longitudinally in their own homes and neighborhoods from age one to three. This research is considered to have been designed to answer: (1) what types of experiences are intellectually valuable to the young child; (2) whether and when it is important that he construct such experiences for himself as opposed to receiving them from his environment; and, (3) whether and when it is important that he encounter such experiences in context in which he relates to the human in contrast to the non-human environment. Topics addressed are: sources and situations associated with intellectual experiences, the interactor as a source of the child's intellectual experiences, television as a source of the child's intellectual experiences, intellectual competence (tested and spontaneous), the interactor as participator in the child's intellectual experiences, and the process of interaction. It is concluded from the supporting data that the class of intellectually valuable experiences that are observed in this study are more deeply implicated in the child's development of intelligence insofar as this is measured by IQ than other types of everyday experiences, and that it is the incidence and sources of the former type of experience that must be examined in detail if one is to understand how everyday experience becomes the basis for his development of intellectual competence. (Author/AM)
- Published
- 1975
40. The Influence of Age and Intrastimulus Organization on Recognition Memory of Information in Complex Pictures.
- Author
-
Luszcz, Mary A.
- Abstract
Recognition memory of components of complex pictures was assessed developmentally for kindergarteners, third and sixth graders, and college students. It was assumed that the relations among items in multi-component line drawings are constrained by at least two organizational dimensions, structure and content, which influence retention of pictured information. Each subject viewed slides of structurally integrated and unintegrated versions of coherent and anomalous scenes. One component in each scene served as a target on a yes/no recognition test. With regard to the organizational dimensions, the results showed clear effects of scene content across developmental levels. Developmental differences were observed in two aspects of the recognition memory task: Kindergarteners used more conservative response criteria than older subjects, and the recognition accuracy of college students was superior to that of the children. (Author)
- Published
- 1976
41. A Review of Research and Evaluation Literature on Outward Bound and Related Educational Programs.
- Author
-
Godfrey, Robert
- Abstract
The paper presents a rapid scanning of the state of the art of research and evaluation of Outward Bound and related educational programs. Initial comments outline criteria for assessing internal and external validity of studies. Distinctions are made between research, evaluation, measurement, judgement, and public relations. The work of Rosen, Hutchinson, Scriven, and Stake is recommended as important background reading for those interested in the evaluation of Experiential Education programs. Summary of existing work is presented in five categories: (1) studies of Outward Bound programs, (2) studies of related educational programs, (3) studies of programs for urban youth and delinquents, (4) non-empirical studies, and (5) recent work. The 29 works deal with strengthening self-image, social functioning, changing self-concept, changes in personality and values, tolerance of others, the roles of counselors, changes in the home environment, self-awareness, dropouts, organizational change, parent relationships, college ambition, race relations, value of education, recidivism rate, consequences of aggression, the American Indian world view and Outward Bound, affective goals, and student's stability. (Author/NQ)
- Published
- 1974
42. Youth Socialization Via National Service.
- Author
-
Eberly, Donald J.
- Abstract
Both economic and sociological analyses of the "youth problem" tend to segregate young people into two classes: those who will make it through the system as it exists, and those who will need help to make it. The resulting programs for those who need help often have the effect of further stigmatizing the participants. By contrast, a program which derives from the mutual responsibility between a nation and its young people makes no class distinctions yet accomplishes both economic and sociological objectives. A National Youth Commission, which would view youth needs holistically, could be a catalytic agent in the evolution of a national youth policy, with national service as a cornerstone of that policy. (Author)
- Published
- 1978
43. Internal and External Constraints on Teenage Mothering.
- Author
-
Mercer, Ramona T.
- Abstract
This paper reports findings of an exploratory field study of the teenager's first year of motherhood. Twelve subjects, aged 14-19, were interviewed a number of times during that year. Interviews were largely unstructured, allowing mothers to express their concerns and feelings. Data for analysis were: (1) narrative style protocols that were recorded as nearly verbatim as possible immediately following interviews; and (2) neonatal perception inventories. Internal constraints included innaccurate interpretations of the situation and the infants' behavior dependence on their mothers, confusion of feminine identity, and expressions of a high level of hostility. Infants' health status reflected their mothers' difficulties; two infants experienced failure-to-thrive syndrome, and one infant suffered a skull fracture. Factors that increased mothering competence included the ability to: progress in other roles, experience reward and gratification in watching their infants grow and mature, experience a changed, more mature relationship with their mothers, and experience a rewarding relationship with a mate. External constraints included conflicting societal values and norms which increased their anxiety, making them feel like misfits. Marriage was viewed by the single teenagers as financially penalizing, as imposing additional work, and as preventing them from getting ahead. Lack of institutional support, i.e., financial help for married couples and child-care centers for all, made it difficult to pursue educational and professional goals. (Author/MFD)
- Published
- 1977
44. Physical and Psychological Effects of Athletic Competition on Children and Youth.
- Author
-
ERIC Clearinghouse on Teacher Education, Washington, DC., Seefeldt, Vern, and Gould, Daniel
- Abstract
Research examining the effects of sports participation on children and youth is reviewed from the perspective of psychological and physical development. Statistical information regarding the participation rate in different kinds of youth sports is given. The effects of prolonged athletic activity on bone, muscle, and adipose tissue growth is considered, as well as the general effect of sports on overall growth. Injuries due to repeated stress and physical (muscular) trauma, and biological maturation are also considered. The psychological effects are examined through a discussion of the meaning of competition and of the socializing effects sports organizations exert on participants. The monograph terminates with a discussion of unresolved problems in youth sports competition, including the exclusion and retention of athletes, possible alternatives to highly competitive athletic programs, and the need for qualified and sensitive adult leaders in the field of youth sports. (LH)
- Published
- 1980
45. Adolescents on Adolescence: A Survey of Important Issues for Adolescents.
- Author
-
Sheras, Peter L.
- Abstract
Adolescents at three grade levels (7th & 8th, 9th & 10th, and 11th & 12th) filled out open-ended questionnaires on their personal view of adolescence. Examination of the responses indicated large differences in how adolescence is defined as a function of grade level. Differences were also found in attitudes toward death, life goals, maturing and social behavior related to grade in school. (Author)
- Published
- 1977
46. The Relationship of Moral and Cognitive Development to Dimensions of Juvenile Delinquency.
- Author
-
Prentice, Normal M. and Jurkovic, Gregory J.
- Abstract
Using Quay's typology, three equal groups (n=12) of adolescent psychopathic, neurotic, and subcultural delinquent males and a matched nondelinquent control group were individually administered Kohlberg's structured moral dilemmas, two Piagetian tasks of cognitive development (pendulum and balance), and an adaption of Flavell's role-taking task. Psychopathic delinquents were more immature in level of moral development than all other groups which did not differ from one another. Psychopathic delinquents were significantly more concrete in their thinking on cognitive tasks than all other groups who exhibited signs of early formal operational thinking. Psychopathic and to a lesser extent neurotic delinquents were deficient in role taking compared with controls and subculturals who did not differ from one another. The findings provide further evidence against viewing delinquency as a unitary syndrome of deviance. (Author)
- Published
- 1975
47. An Analysis of the Historical Regression Method of Predicting Posttest Grade Equivalents for Categorically-Aided Programs.
- Author
-
Hick, Thomas L. and Irvine, David J.
- Abstract
To eliminate maturation as a factor in the pretest-posttest design, pretest scores can be converted to anticipate posttest scores using grade equivalent scores from standardized tests. This conversion, known as historical regression, assumes that without specific intervention, growth will continue at the rate (grade equivalents per year of schooling) obtained at the time of pretest. Data were taken from reports of 213 Title I compensatory education programs in New York State to examine the predictive ability of the historical regression model. The approach was to: (1) express historical regression in algebraic terms; (2) produce a linear model with assigned weights from the algebraic formula; (3) produce a least squares historical regression model whose weights best fit the data; (4) compare the historical regression model with the least squares model; and (5) develop an alternative model. When compared with program-level data, historical regression underestimated final achievement for short programs with older children. It overestimated for younger children in long programs. An alternative method was developed which eliminated the bias, removed half of the error, and eliminated much computation since an expected achievement level for each child was not required. (Author/CP)
- Published
- 1978
48. Changes in the Transition to Adulthood.
- Author
-
Wisconsin Univ., Madison. Center for Demography and Ecology., Winsborough, Halliman H., Winsborough, Halliman H., and Wisconsin Univ., Madison. Center for Demography and Ecology.
- Abstract
Research has shown that the transition period from a man's completion of school to first full-time job and first marriage has become shorter in recent years. The purpose of this paper is to explain part of the time reduction in this transitional period. Early in the twentieth century the transition took about 18 years because many men left school at very young ages. Now the transition is occurring in ten years. Between the years 1919 and 1950, the duration of the school completion process for many males dropped and age at graduation fell. During the latter half of this period and up to 1971, the military draft was operating. However, students making normal progress were deferred, thereby allowing the earliest possible graduation. The median age at first marriage dropped approximately one year between 1947 and 1969, and seems to be a result of men completing school earlier. This post-World War II change in age at school completion may be important in explaining the post-World War II baby boom. Presently, the government is considering the reintroduction of the military draft as well as periods of general public welfare service for young people. Such policies may have strong unintended demographic consequences which should be considered in relation to population and social policy. (BC)
- Published
- 1978
49. Fantasy Play in Child Psychotherapy.
- Author
-
Stollak, Gary E.
- Abstract
Relationships among adult and young children's behavior in extended play encounters were examined. One group of normal six-year-old children completed 20 play encounters, while a second group of clinic-referred children completed 15 play encounters. Each child encountered either a trained/supervised or an untrained/unsupervised college undergraduate. Analyses of videotapes made of the "non-directive" play encounters indicated that the children who encountered trained/supervised undergraduates emitted greater numbers of fantasy behaviors, especially those indicative of mature, coping and adaptive functioning than did children encountering untrained/unsupervised undergraduates. Adult involvement in play and allowing the child self-direction seemed key behaviors in eliciting such child behavior. (Author/JLL)
- Published
- 1978
50. The Impact of Junior High School and Puberty upon Self-Esteem.
- Author
-
Simmons, Roberta G.
- Abstract
This longitudinal study measured the impact of pubertal development, sex, race, and school type on the self-esteem of 12- and 13-year-old children. One of the questions being investigated was whether the move from a protected elementary school into a larger, more impersonal junior high affected children's self-image more negatively than did a move from 6th to 7th grade within the same school. Subjects were 798 children from 18 elementary schools who were interviewed privately once in 6th grade and a year later in 7th grade. There were three main school populations in the sample: (1) K-8 schools, (2) K-6/ junior high schools with comparable social characteristics, and (3) K-6 junior high schools which were predominately black. The interview consisted primarily of multiple choice questions concerning self-esteem, social and school behavior. Results indicated that white girls scored lower in self-esteem than black girls or white and black boys. An analysis of the data comparing white students in K-8 schools with those in K-6/junior high programs indicated that girls moving into a junior high school were more likely to show low self-esteem than girls remaining in a K-8 system. Boys did not appear to be affected by school type. Maturation (as measured by the presence of menstruation), achievement scores and dating behavior also affected self-esteem in girls. Results are discussed. (SB)
- Published
- 1977
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