13,956 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. Age, Musical Talent, and Certain Psycholinguistic Abilities in Relation to Achievement in a FLES Course in Chinese.
- Author
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Thogmartin, Clyde
- Abstract
A group of 18 children from 5 to 12 years old in a FLES course in Mandarin Chinese were graded by three native speakers on their ability to repeat Mandarin Chinese sentences with which they were already familiar and on their ability to produce appropriate sentences to describe posters used in the Chinese class. These grades in Chinese were correlated with the children's age in months and with their scores on two subtests of the Wing Standardised Test of Musical Intelligence and five subtests of the Illinois Test of Psycholinguistic Abilities. All correlations between age, musical talent and psycholinguistic abilities on the one hand and achievement in Chinese on the other were positive, but only correlations with certain of the subscales of the ITPA were statistically significant. The results suggest a positive relationship between psycholinguistic maturity and potential success in foreign language learning. (Author)
- Published
- 1974
10. The Dynamics of Life Skills Coaching. Life Skills Series.
- Author
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Saskatchewan NewStart, Inc., Prince Albert., Curtiss, Paul R., and Warren, Phillip W.
- Abstract
This book is to be used in a Life Skills Coach Training course. Life skills are defined as problem-solving behaviors appropriately and responsibly used in the management of personal affairs. They apply to the following areas of responsibility: self, family, leisure, community, and job. A course aimed at training people in the life skills implies that such skills are identifiable and describable, that some people already have these skills and can demonstrate them, that others can imitate and apply them. Much of the activity in a life skills course takes place in a learning group composed of about ten students and their learning guide, called a coach. During the course students participate in about 60 lessons which provide pre-planned experiences to which students apply problem-solving techniques. Three process dimensions are involved: student response to content, student use of group, and problem-solving. The lesson model has five phases which suggest the approach used by the coach in presenting the lesson: stimulus, evocation, objective/inquiry/ skills preparation, application, and evaluation. (Bibliographies are included.) (MS)
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- 1974
11. Understanding Young Children: Learning Development and Learning Disabilities.
- Author
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ERIC Clearinghouse on Early Childhood Education, Champaign, IL., Alaska Treatment Center for Crippled Children and Adults, Inc., Anchorage., and Mayer, Colleen A.
- Abstract
This booklet offers practical, easy-to-read suggestions for teachers, paraprofessionals, and parents to help them understand learning development and learning disabilities. The text outlines how the factors of heredity, maturation, and environment determine the degree of development an individual will achieve. The characteristics of children with learning disabilities are described, and a number of special techniques to assist children in overcoming these disabilities are discussed. This text should prove especially helpful in the training of teachers and caregivers who work with handicapped children in regular classrooms. Cartoon-style drawings illustrate the text. (CS)
- Published
- 1974
12. Middle Schools. NAESP School Leadership Digest Series, Number 2. ERIC/CEM Research Analysis Series, Number 4.
- Author
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National Association of Elementary School Principals, Washington, DC., ERIC Clearinghouse on Educational Management, Eugene, OR., and Coppock, Nan
- Abstract
Along with increasing numbers of middle schools, the past decade has seen the emergence of a middle school philosophy. The present document explores this philosophy which takes into account the wide range of physical, intellectual, and emotional differences among pupils who are between childhood and adolescence. Among the labels applied to these pupils are transecents and emerging adolescents. While no attempt to categorize them is wholly satisfactory, these students are generally identified as those in grades 5 or 6-8, or as 10- 14-year-olds. The major portion of this presentation covers middle school historical roots and present trends, philosophy, ideal program characteristics, and staff. Recurrent themes include individual attention and continuous progress up the "school ladder." Various transitional and exploratory functions of the middle school institution are examined. A substantial bibliography is provided. (Author)
- Published
- 1974
13. The Cult of the Kill in Adolescent Fiction.
- Author
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Kelty, Jean McClure
- Abstract
Although attention should be drawn to the fact that girls in children's and adolescent fiction are stereotyped, it seems more serious that boys in such literature are far too often stereotyped as attaining manhood by a violent act against an animal--whether a pet or wild--or against other aspects of the natural world. Of greater impact are those books in which both evil, symbolized by animals, and nature, represented as alien to man, are forces against which a young man must pit himself. In contrast, few books portray the acceptance by a young boy that to become a man, he must face the trouble within himself rather than externalizing it. Teachers should emphasize this point, affirming that violence and destruction are not necessary steps to manhood. (JM)
- Published
- 1974
14. Sport, Socialization and the School: Toward Maturity or Enculturation?
- Author
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Oregon School Study Council, Eugene. and Schafer, Walter E.
- Abstract
This paper is intended to contribute to the reexamination of the proper role of sport and its actual relationship to the educational enterprise of which it is a part. Two polar views of the proper purpose of schooling are discussed first: education for maturity and education for enculturation. The opinion is then set forth that American public schools approach more closely the enculturation rather than the maturity ideal. Interscholastic sports are held to be an important mechanism for fostering enculturation; they contribute only in a limited way to the maturity of the participant or spectator. Several implications of this analysis for educational policy toward sport are drawn. It is felt that sociologists of sport can and should actively contribute to a more humane system of school athletics by addressing themselves to policy-related questions and by helping to plan, implement, and evaluate new models of sport and physical education. (Author/DDO)
- Published
- 1974
15. The Goodenough-Harris Drawing Test as a Measure of Intellectual Maturity of Youths 12-17 Years, United States. Series 11, No. 138.
- Author
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National Center for Health Statistics (DHEW/PHS), Hyattsville, MD.
- Abstract
This report gives estimates of the intellectual maturity based on the Goodenough-Harris Drawing Test (GHDT). The data were collected in Cycle III of the Health Examination Survey of noninstitutionalized U.S. youths during 1966-70. The GHDT instructions were modified for use in the survey to require each youth to draw two figures--a "person" and a "self" figure. Sexual differences in preferences and performances levels in drawing male and female figures are reported. Three charts present mean raw scores earned by boys and girls at each given age on the drawings of a man and woman. Two of the graphs contain data from the Cycle II examination of children 6-11 years of age so that the developmental trends in the drawing of a "person" can be seen from age 6 through age 17. These two charts also present similar data from Harris' 1963 standardization group for comparison with the survey's findings. Twenty-three tables provide raw score data and norms for the modified GHDT in the form of standard scores and percentile equivalents. These data are presented for the "person" and "self" drawings by the type of drawing (man and woman) and the sex and age of the subject. (Author/MLP)
- Published
- 1974
16. On the Validity of the Psychosocial Maturity Inventory: The Social Adequacy Subscales and Social Action. Report No. 177.
- Author
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Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools. and Bond, Lloyd
- Abstract
This study provides evidence for the validity of the Social Adequacy subscales of the Psychosocial Maturity Inventory: Social Commitment, Tolerance, and Openness to Change. A group of students who invested substantial time and energy in social action projects directed toward helping others was compared with a randomly chosen control group. The group involved in social action projects scored significantly higher than the control group on all three subscales as well as the Social Adequacy summary score. (Author)
- Published
- 1974
17. Applying Piaget's Theory to Reading Instruction.
- Author
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Center for Early Development and Education, Little Rock, AR. and Heatherly, Anna L.
- Abstract
This paper discusses beginning reading instruction in the light of Piaget's theory, which demands that we think more broadly about the term "where the child is" in terms of his level of thinking, not simply his reading level or reading skill level. Using Piaget's four major developmental stages as the basis, the task of instruction in reading becomes matching the child's level of thinking with the skills which the school requires. This paper examines the thinking of children during the pre-operational and concrete operational stages, and suggests that the attainment of the stage of concrete operations, or the attainment of conservation, is what constitutes readiness for reading printed material written by someone else. Reading programs constructed from this perspective, must deal with the reading "process" first, utilizing the different strategies available to a child at each stage of thinking. (CS)
- Published
- 1974
18. 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
19. 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
20. 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
21. 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
22. 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
23. 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
24. 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
25. 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
26. Development in the Preschool Years: A Functional Analysis.
- Author
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Bijou, Sidney W.
- Abstract
Human development from about ages 2 to 5 is presented in terms of the history of a child conceptualized in terms of stimulus and response functions and his interactions in current situations which consist of organismic, physical, and social conditions. The concepts describing the changes that occur during this developmental period, such as exploratory behavior, cognitive behavior, and moral behavior are invariably cast in nonobservable terms indigenous to the psychoanalytic, social learning, and cognitive approaches. To make them consistent with the objectives, assumptions, and principles of a functional analysis of behavior, these concepts must be reanalyzed and redefined. The resulting reformulations would have extensive implications for research and for practical applications. (Author/CS)
- Published
- 1974
27. The Development of Social Interaction from Infancy through Adolescence.
- Author
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Russell Sage Foundation, New York, NY. and Newman, Barbara M.
- Abstract
This paper traces the development of interpersonal skills and characterizes the essential features of social interaction as they change from infancy to adolescence. It is demonstrated that, at each life stage, the quality of social relationships is dependent on the person's capacity for interpersonal closeness, his ability to use language, and his cognitive maturity. The developments of the six life stages are discussed. During infancy, rudimentary social skills and an underlying sense of being emotionally connected with people are established. The expressiveness or retentiveness of speech and a general level of abstractness of speech are dominant characteristics of toddlerhood. Egocentrism decreases and language skills increase in significance during early school age. Middle school age brings an awareness of behavior norms and an increasing capacity for compromise. During early adolescence, an upsurge in egocentric concern is evident in regard to self-presentation; cognitively, there is a growth in conceptual skills characterized by the development of formal thought. Finally, in late adolescence, the individual's personality is consolidated enough to produce an integrated interpersonal style which communicates basic personal needs and social attitudes. (SDH)
- Published
- 1974
28. Human Development, Stages of Cognition, School Readiness and Social Deprivation: A Rationale Based on Piaget and a New Theory of 'Bioplasmic Forces'.
- Author
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Ogletree, Earl J.
- Abstract
A theory of energy forces developed in the USSR seems to substantiate the suggestion that academic learning before a child is maturationally ready will reduce his learning potential. The bioplasmic model explicates physical/mental development, cognition, readiness, and deprivation. The invisible but recordable bioplasmic forces facilitate physical growth and are the basis of cognition. The forces are gradually released from physical growth for cognition at ages 7 (concrete), and 14 (formal). Readiness--cognitive capabilities--are determined by the quantity of available forces. Premature learning is ineffective and robs the body (brain), of its full potentialities, causing premature plateauing of cognitive and learning capacities and emotional maladjustments later on. Educational methods and curriculum should be made more compatible with and supportive of the growth forces of the child. (Author/CS)
- Published
- 1974
29. Family Background, Early Development, and Intelligence of Children 6-11 Years. United States. National Health Survey, Series 11, No. 142.
- Author
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National Center for Health Statistics (DHEW/PHS), Hyattsville, MD. and Roberts, Jean
- Abstract
This report contains national estimates of the prevalence of selected congenital and early development health problems. It describes the relationship of selected aspects of family background, infant health status, and early developmental history to the intellectual development and maturity of noninstitutionalized children 6-11 years of age in the United States, based on findings from the Health Examination Survey of 1963-65. The strong direct association between both the intellectual development and intellectual maturity of these children and the educational attainment of their parents found in this study were consistent with previous findings. Other significant findings were: (1) lower deviation IQ's for children whose mothers were under 20 and over 40 years; (2) negative relationship of family size to intelligence of children; (3) lower mean levels of both measured intellectual development and intellectual maturity among children below and above normal birthweight (5-10 pounds); (4) strong association between delayed walking and speaking, and the intellectual development and maturity of United States children. Statistical analyses and an extensive reference list are appended. (Author/PC)
- Published
- 1974
30. Interrelations in Cognition and Affect in Infancy: A Comparison of Piagetian, Psychoanalytic, and Eriksonian Theories.
- Author
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Michigan Univ., Ann Arbor. Dept. of Psychology. and Mowbray, Carol T.
- Abstract
This paper presents a theoretical and empirical analysis of Piagetian and psychoanalytic theories of infancy to establish the developmental relationships between cognition and affect. Theoretical points of similarity and dissimilarity are cited. Relevant reasearch studies (Bell, Gouin-Decarie, Fraiberg) are reviewed in an attempt to resolve contradictions between the two theories. A possible theoretical convergence is proposed which involves altering the motivational basis for analytic theory so that it is more in linewith the Piagetian model of internal drives for mastery and competence. Piagetian theory would necessarily expand from a consideration of only the physical world to include social and affective spheres. Other studies and Erikson's work conclude a discussion of how cogntitive development may influence affective behaviors and how affective drives may support the acquisition of new cognitive structures. (Author/CS)
- Published
- 1974
31. 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
32. 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
33. 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
34. 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
35. Issues in Language and Cognition: Implications for Clinical Practice.
- Author
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Rees, Norma S.
- Abstract
The author reviews the literature and considers clinical implications of three issues in language and cognition: the relationship between language and cognition, the strategies children use in the language-learning task, and the cognitive determinants of what children say. Examined are questions (such as whether cognitive skills are dependent on or prerequisite for linguistic skills) said to have bearing on the evaluation of language-disordered and learning disabled children; strategies children apply to determine the structure and meaning of language; and examples of the cognitive determinants in children's language (such as overextension in the meanings of words). (LS)
- Published
- 1974
36. A Developmental Study of Deaf Children's Semantic System.
- Author
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Ithaca Coll., NY., Holmes, David W., and Green, Walter B.
- Abstract
To secure information relative to the developmental aspects of their meaning system as measured by the semantic differential technique, 154 residential students from the New York State School for the Deaf at Rome, New York were divided into five groups according to age and academic grade level and were administered a semantic differential. It was known from a previous investigation that the adjectives used as pole words were frequently, diversely, and independently used by deaf students and that they were derived on the basis of experimental investigation. Data supported the following findings: that the manner in which the youngest Ss experienced their environment and the language mechanism they utilized to encode their experiences appeared idiosyncratic, and that the middle group of Ss demonstrated the presence of strong evaluation and potency dimensions as have been found in investigations with normally hearing children. (GW)
- Published
- 1974
37. Deaf English--An Investigation of the Written English Competence of Deaf Adolescents. Technical Report No. 236.
- Author
-
Stanford Univ., CA. Inst. for Mathematical Studies in Social Science. and Charrow, Veda R.
- Abstract
Presented is support for the existence of "Deaf English," a non-standard dialect common to the prelingually deaf; and reported is an investigation of the written English competence of deaf adolescents. In the first half of the document the author discusses the historical background of deaf education and the linguistic and cognitive abilities of the deaf; focuses on the linguistic competence of the deaf in sign language, English, and idiosyncratic (gesture) language (offering evidence that the deaf learn English as a foreign language); and describes some common "deafisms", comparing them with constructions found in non-standard dialects and pidgins. Reported is an investigation in which the performance of 15 profoundly prelingually deaf junior high school students on 2 written repetition tasks in "Deaf English" (DE) and Standard English (SE) was compared to the performance of nine fourth grade hearing controls. Among findings noted are that deaf Ss committed significantly more errors in SE than normal children 5 years younger; that the deaf Ss found the DE sentences no easier than the SE sentences to recall and repeat correctly. It is concluded that there is a variety of non-standard English that the deaf use instead of SE, and data on language patterns of the deaf are presented. (LS)
- Published
- 1974
38. Extended School Year Programs: The Effects on Achievement and Other Phases of Student's Lives.
- Author
-
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
39. A Developmental Analysis of Set Patterns in Children: A Normative Study.
- Author
-
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
40. What Research Tells the Practitioner About Skill Acquisition.
- Author
-
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
41. Freud, Adler, Jung: From Womb to Tomb.
- Author
-
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
42. A Developmental Perspective of Cognitive Style.
- Author
-
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
43. The Basics of/and Individualizing Adolescent Literature for 150 Kids, More or Less.
- Author
-
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
44. Syntactic Structures in the Language of Deaf Children. Final Report.
- Author
-
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
45. Educational Evaluation and Planning Package, Volume 1.
- Author
-
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
46. Counseling with College Youth--from Apathy to Militancy.
- Author
-
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
47. Sex-Role Stereotypes and Educators' Descriptions of Mature Personality.
- Author
-
Garman, Lynne G. and Plant, Walter T.
- Abstract
Do educators' descriptions of healthy, mature, socially competent individuals differ as a function of the sex of the person judged? Does the sex of the educator have an effect on the use of sex-role stereotypes? The Stereotype Questionnaire was administered to 126 instructors from every level of education, with instructions to describe a healthy, mature, socially competent adult male, adult female, or adult. The results supported five general conclusions: (1) high agreement exists among educators concerning the attributes of mature males, females and adults; (2) educators' concepts of health, maturity, and social competence differ for men and women; (3) these differences parallel common sex-role stereotypes which assign less social value to the feminine role; (4) educators are less likely to attribute characteristics of mature adults to a woman than they are to a man; and (5) female educators see women as coming significantly closer to the adult standard than do male educators. Possible explanations for this double standard are discussed. (Author/PC)
- Published
- 1974
48. Piaget's Preoperational Stage of Development and Applications for Special Preschoolers.
- Author
-
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
49. The Reasoning, Moral Judgment, and Moral Conduct of the Congenitally Blind. Final Report.
- Author
-
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
50. Early Stages in the Acquisition of Negation by a Deaf Child of Deaf Parents. Research Report No. 94.
- Author
-
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
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