This qualitative case study approaches early childhood education and care practices from a socio-spatial point of view. One Finnish daycare group for one- to three-year-olds participated in the study. The ethnographic observations from the practices are analyzed together with the ECE practitioners' audio-recorded team meetings and video-elicited…

To examine (a) how young adults' personal goals change as they progress from emerging to young adulthood in their university studies and immediately after and (b) the extent to which such changes are associated with the normative transitions and the life events they experience and their age, 297 university students completed the revised Personal…

The purpose of this study was to investigate young athletes' imagery use from a developmental perspective. The participants were 110 male and female athletes competing in both team and individual sports. They represented four different age cohorts (i.e., 7-8, 9-10, 11-12, and 13-14 years). Sixteen focus groups, two for each age category and…

Investigates the knowledge of thematic and taxonomic relations of 15 children of 26 months and 24 children of 34 months. Both age groups were able to identify thematic matches. However, 34-month-olds were able to recognize a wider range of thematic associations than 26-month-olds. (RJC)

Relational complexity (RC) theory conceptualizes an individual's processing capacity and a task's complexity along a common ordinal metric. The authors describe the development of the Latin Square Task (LST) that assesses the influence of RC on reasoning. The LST minimizes the role of knowledge and storage capacity and thus refines the…

Pascual-Leone's neo-Piagetian theory of development is used to predict the pre- and postinstruction distributions of scores on a subject-controlled digit placement task as a function of three parameters dealing with mental strategy and capacity. (Author/ED)

Four- to 11-year-olds made duration, distance, and speed judgments on Piagetian tasks where cars ran on parallel tracks. Among younger children, duration and distance judgments had approximately the same difficulty. Among older children, distance judgments were easier than duration judgments, and symmetry of effects of temporal and spatial…

Assessed the relative difficulty in the utilization of oddity and matching response strategies in 144 children, ages 5-13 years. A model of matching and oddity problem-solving is presented based on the data collected. (Author/ED)

Many life-style decisions are often adversely influenced by prejudicial attitudes, norms, and laws about age. The relationship between ways of thinking about developmental tasks and age prejudice is discussed. (Author)

The measurement of creativity in children is discussed. (DLS)

Young (N=22) (age 17-21) and 22 old (age 60-74) men and women participated in an investigation designed to determine how differences in omission errors and performance in a serial learning task are accounted for by cautiousness. Cautiousness measures accounted for age differences in omission errors but not in performance. (Author)

The purpose of this study is to see if older adults who experience problems with thought suppression tend to encounter greater difficulty deriving a sense of meaning in life. Data from a longitudinal nationwide survey of older people (N = 988) indicate that greater difficulty with thought suppression is associated with a decline in meaning over…

Discusses Robert Havighurst's study of developmental tasks for stages of life from infancy to older adulthood. Discusses the relevance of the findings in relation to adult education. (JOW)

Three experiments investigated effects of complexity on 2- to 6-year-olds' understanding of a beam balance. Found that 2- to 4-year-olds succeeded on problems that entailed binary relations, but 5- and 6-year-olds also succeeded on problems that entailed ternary relations. Ternary relations tasks from other domains (transitivity and class…

Children of 15-33 months of age were presented with tasks measuring 2 facets of self: as the object of knowledge and as the subject of experience. Relations between tasks are discussed in terms of changes from the processing of immediate and visible features to the processing of more enduring and nonvisible features of the self during the toddler…