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This paper describes the different forms of egocentrism characteristic of each of the major stages of cognitive growth outlined by Piaget. Particular attention is paid to the egocentrism of adolescence which is here described as the failure to differentiate between the cognitive concerns of others and those of the self. This adolescence egocentrism is said to give rise to 2 mental constructions, the imaginary audience and the personal fable, which help to account for certain forms of adolescent behavior and experience. These considerations suggest, it is concluded, that the cognitive structures peculiar to a given age period can provide insights with respect to the personality characteristics of that age level. [ABSTRACT FROM AUTHOR]

This paper summarized some results from a larger investigation of the stability of behavior in a group of subjects who were part of the Fels Research Institute's longitudinal population. This report dealt specifically with the long term stability of passive and dependent behavior from childhood through adulthood. The Ss were 27 males and 27 females for whom extensive longitudinal information was available from birth through adolescence. One psychologist studied narrative reports based on observations of the child in various settings and rated each child on four variables describing types of passive and dependent behavior for ages 3 to 6 and ages 6 to 10. A second psychologist, who had no knowledge of the childhood data, interviewed each S in adulthood and rated each S on six variables related to aspects of adult passive and dependent behavior. In addition, each adult S was administered a tachistoscopic perception task in which scenes illustrating dependent activity were presented at seven different exposure speeds. The results revealed that passive and dependent behaviors were quite stable for women, but minimally stable for men. Over 60 per cent of the correlations between the childhood (ages 6 to 10) and adult ratings of dependency were statistically significant for females, while only 9 per cent were significant for men. For example, the correlation between passive withdrawal from problem situations for ages 6 to 10 and adulthood was .52 (p <.01) for women and .21 for men. Similarly, the correlation between emotional dependence for ages 6 to 10 and adult dependency on parents was .51 (p < .01) for women and .02 for men. The correlations between the ratings for ages 3 to 6 and adulthood were considerably lower and not statistically significant. It was suggested that environmental disapproval and punishment of dependent behavior in young males led to inhibition of and conflict over dependency in the growing boy. The social acceptance of passive and... [ABSTRACT FROM AUTHOR]

This paper deals with studies of adaptations of physiological characteristics to a high level of habitual physical activity during adolescence. A comparative approach was used involving investigations of a group of male champion swimmers at the age of 17 and a randomized sample of boys of similar age, not active in competitive sport and drawn from the general population. Metabolic, respiratory, and circulatory response pattern to graded bicycle work was assessed. Maximal oxygen uptake averaged 20% higher in swimmers than in ordinary boys. Respiratory response pattern was similar at sub-maximal work, but the swimmers reached higher values in maximal exercise. Transfer factor for carbon monoxide increased in linear fashion to the increase in cardiac output, and was higher at rest as well as in maximal exercise for the swimmers. The transfer factor levelled off at a work rate of about 70% of maximal oxygen uptake in the ordinary school boys, while no levelling off was observed in the swimmers. Cardiac output was closely the same at rest and in sub-maximal exercise for the two groups, but the swimmers reached higher values. Stroke volume was higher for the swimmers and the heart rate correspondingly lower at all metabolic levels. Systemic arterial pressure response were closely the same at sub-maximal work rates in the two groups, but the swimmers reached higher values in maximal exercise. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to consider stereotyping procedures in relation to another substantive area: that of adolescence. The main conclusions which can be drawn from empirical studies of racial stereotypes is that stereotypes have a considerable ability to resist change and to remain unaffected by new information. There can be little doubt as to the tenacity of racial stereotypes. However to argue that they are never subject to change in any degree is to misunderstand the import of empirical findings. The definition of adolescence cannot be divorced from those of childhood and adulthood. People process through each status over time. Since the procession is a temporal one there tends to be an association between each status and a particular age-range. In societies with instituted rites de passage the relationship between age and status is formally defined. The status of adolescence has important implications for the kinds of roles which are appropriate for actors. Adult status is characterized by the adoption of responsible roles. On the other band both children and adolescents are expected to play roles which are not responsible. However the status of children is such that they are not expected to play adult roles at all.

This paper reviews research data concerned with social and emotional adjustment characteristics of mildly retarded children and adolescents. Contrary to a number of statements appearing in various texts and review articles, little is known concerning the type and frequency of occurrence of behavior adjustment problems among the mildly retarded. In addition, there is no suitable evidence to indicate that the adjustment level of special class children is superior to that of retarded children attending regular grades. [ABSTRACT FROM AUTHOR]

The fact that adolescent residents of smaller communities have lower aspirations than adolescent residents of larger communities is well documented. A number of possible explanations have been suggested: (1) financial resources and needs, (2) educational opportunities, (3) the sociocultural context of community life, and (4) special consequences of farming. However, no previous researcher has attempted a direct empirical evaluation of the relative importance of these explanations. In this paper data from a survey of Canadian high school girls were used to evaluate the first three, since the fourth appears to apply only to boys. This analysis indicates that educational opportunity explains most of the relationship; and when both educational opportunity and community context are controlled, all relationship between community size and college aspiration disappears. Previous research allows tentative generalization of these findings to high school boys. [ABSTRACT FROM AUTHOR]

The article provides an overview of the topics discussed in the journal about families in the U.S. and discusses the developments related to the journal. The new volume of the journal is repetition free and covers a wide range of topics and problems. Some sections of the journal are eliminated including Articles in Brief, Letters to the Editor, Abstracts, and Book Reviews to accommodate a range of high quality papers devoted to families. Contributors are planning another special issue for 1965 on "ADOLESCENCE," wherein the materials will come from the Miami Beach meeting held on October 9 to 11, 1964. Also, all back issues of the "Marriage and Family Living" can be purchased in bound volumes.

This research paper presents a reliability study of psychiatric diagnosis in childhood and adolescence. The reliability study on the GAP classification by 20 psychiatrists has demonstrated a high interindividual and intraindividual consistency. This diagnostic consistency is equal to the findings of any high agreement study in adult psychiatry and comparable with diagnostic error reported in other medical specialties. Researchers propose that all forms of clinical practice have a measurable degree of diagnostic error and if all branches of medicine could be tested this phenomenon would probably be quite universal. The New South Wales study on the GAP classification has confirmed that child psychiatry is no exception to this rule.

The paper is about the factors contributing to juvenile delinquency in the U.S. It has long been a problem why some children steal and not others, why some play truant, or why some set fires and damage property. Theories have been advanced from time to time to explain these things. Officers of the juvenile courts, child welfare associations, educational bodies, and mental hygiene clinics have been instrumental in bringing together a vast amount of data concerning juvenile delinquency, from which certain general conclusions may be drawn. Delinquency itself is socially inadequate adjustment on the part of the individual to difficult situations. The factors which go to make up these difficult situations, together with the mental and physical conditions which influence an individual's capacity to adjust, constitute the causes of delinquency. Each juvenile offense is the outcome of a complexity of causes, some of whose origins date back years before the committal of the offense and others whose origins are more obviously and immediately connected with the act of delinquency. It has been shown that a different set of causes is involved in each individual case. It is impossible therefore to state the group of causes which will invariably result' in any particular offense.

The present paper presents data comparing the performance of a sample of institutionalized adolescent mentally retarded patients on Forms L and LM of the Stanford Binet. Forms L and LM were administered in a counterbalanced order. A one month interval between testing sessions was observed strictly. Two examiners tested the entire sample, the same examiner administering both tests to a given subject. Testing was continued until the subject had failed all the items at two successive years on the test.

This article reviews the studies on the prolongation of adolescence that suggests that the educational plans of adolescents may be more affected by peers. The relations between school social class composition and the college plans of students in this article appears to involve a positive effect of the student upon the desire to attend college, which is transmitted through personal friends in school and a negative effect upon self-perceived ability to attend college. The effects is traced in this article that involves a comparison of one's grades in high school. The review of the studies found some degree of positive relationship between school social class composition and the college plans of students of a given social class.

The capacity to appreciate and produce metaphoric language is thought to develop at adolescence. Yet metaphors are frequently noted in the speech of preschool children. To resolve this apparent contradiction, a test that probed metaphoric capacity was devised. Matched groups of subjects ranging in age from 3½ to 19 were required to indicate knowledge of the literal meanings of antonymous word pairs and then to project these terms onto domains where they applied only in a metaphoric way. Though there was improvement with age, preschool children demonstrated considerable ability at this task; the order of difficulty of words and domains were regular across age, except for an isolated difficulty displayed by the preschool children in projecting words onto swatches of color; reasons for matches differ markedly across ages. Whether metaphoric capacity is attributed to children appears to depend upon whether the ability to select acceptable metaphors or an explicit awareness of the rationale for the metaphor is the criterion. Both the distinction between an operative skill and an awareness of its existence and the preconditions for metaphoric competence are discussed. [ABSTRACT FROM AUTHOR]

This article presents abstracts of four academic papers on child and adolescent development published in scholarly periodicals. They are: "Goals for Children and Youth in the Transition from War to Peace", from the U.S. Department of Labor, "Boys and Girls Employed in Agricultural Programs-1943", by Ione Clinton, "Discipline for Today's Children and Youth", and "Our Concern: Every Child. State and Communtiy Planning for Wartime and Postwar Security of Children".

This article presents an abstract of the academic paper "Juvenile Delinquency and Adult Disorganization," by H. V. Hentig published in a scholarly periodical. Adolescent delinquency is predicted to be an indicator of future conduct disorders in adulthood in the postwar period, including a distorted perception of social and interpersonal relations.

The article presents a follow-up study of children adopted when older. A common supposition, which has been elevated to the status of an axiom, is that children emotionally damaged in early childhood are likely to be scarred for life. In order to determine whether reversibility of damage is possible, a follow-up study was conducted of a group of ninety one children who were placed for adoption when they were at least 5 years of age or older and who had suffered considerable trauma before adoptive placement. At the time of the study most of the children were in early adolescence, the average age of the group at follow-up being is years and 9 months. In all instances, the children in the study group became available for adoption as a result of court action to terminate parental rights because of neglect and/or abuse. Families from which they came were atypically large, 52 percent having five or more children. The relationship between the natural parents and these children was most frequently characterized by physical neglect, although 31 percent of the group were described as having experienced an emotional relationship that was normally warm and accepting.

This article focuses on the adolescent's challenge to social case work, based on various literary works. Understanding of adolescent needs by the caseworker demands knowledge of the psychological, biological, and social tasks to be accomplished by the adolescent, the interrelationship of these tasks, and the symptomatic expressions associated with various ways and means by which the adolescent will attempt to accomplish the tasks assigned. Such aspects of growth are treated in detail in the professional literature dealing with adolescence. The specific problems of physical and psychological growth to which special attention has been given in the past are subsidiary to the major task of adolescence which is that of establishing the identity of the human being in society. Researcher Erik Erikson in his volume "Childhood and Society" points out how in adolescence all sameness and continuities relied on earlier are requestioned. He points out that young people, because they can no longer rely on the sameness and continuity of latency, are primarily concerned with what they appear to be in the eyes of others as compared to what they feel they are. This is related to the reshuffling of psychological make up to which reference has already been made.

This study challenges the theory that adult political behavior is little more than an elaboration of patterns rooted in childhood. It is based on evidence from 421 state legislators in 4 states and 129 city councilmen from 23 cities. Comparing and contrasting those who entered politics early and late, the authors conclude that political experiences in childhood and adolescence are less important titan more relevant and pressing demands in orienting office- holders to their jobs. [ABSTRACT FROM AUTHOR]

This article discusses the development of aggression. Most of our knowledge of early aggression as it relates to later development comes from retrospective analysis of extreme groups. Several longitudinal studies concerning the stability of such behavior over time are reported in the literature. Sears (196) found that the aggressive preschool boys in the Sears (1957) study had experience high permissiveness and punitiveness tended to exhibit prosocial aggression in early adolescence; those boys who had experienced high permissiveness and low punishment exhibited antisocial aggression in early adolescence. Kegan and Moss (1962) reports stability of aggression in males over time. Specifically, those forms of aggression most congruent with sex role standards tended to be predictive of similar behavior in adolescence and adulthood.

The article compares the adolescence of the U.S. in other cultures. The researchers categorized adolescence in other cultures into three. First, certain intercultural studies are basically ethnographic. Second, comparative studies assess similarities and dissimilarities among adolescents of two or more cultures. Third, cross-cultural studies test hypotheses within a theoretical framework. In other countries, State delegates authority over the child. Parents share responsibilities for the socialization of children and adolescents with peer collective and official organizations. Public recognition and criticism are the chief methods of social control and pressures toward conformity are enforced by the youth league.

The article studies the motivational, attitudinal and personality factors in adolescence. The authors used motivational, attitudinal and personality factors as indicators of the adolescent's self-system psychological make-up. Studies relating self-other attitudes and goals to floricultural variables broadened in attempts to specify the patterning of social contexts that impinge upon specific youth. The multiple environmental influences were clear in older and in recent community studies of the adolescent transition.

The article discusses the cultural deprivation, poverty and the dropout in adolescence. The importance of considering academic achievement separately for male and female students were given much consideration in a study by researchers. The authors describe the variation among the culturally deprived adolescent as concrete, content-centered, slow, externally oriented, inductive and physically oriented. The fact of variation among culturally deprived students is not as important as its association with differentially appropriate educational environments.

The article studies the cognitive development in adolescence. Beginning with the adolescent period, children have become less dependent upon the availability of concrete-empirical experience in meaningfully relating complex abstract propositions to cognitive structure. The authors have argued that developmental transition between adolescents occurs gradually rather than abruptly or discontinuously, variability exists both between different cultures and within a given culture with respect to the age at which the transition takes place, fluctuations occur when time in the level of cognitive functioning manifested by a given child, the transition to the formal stage occurs at different ages both different subject matter fields and for component subareas within a particular field and that environmental as well as endogenous factors have a demonstrable influence on the rate of cognitive development.

This article presents a study of the acquisition of political philosophy during the adolescent years. At the threshold of adolescence, at eleven or twelve, the youngster has only a dim, diffuse, and incomplete notion of the political order, by the time he has reached eighteen, he will be, more often than not, a fully formed political creature, possessing a stable and coherent understanding of political structures and functions, and in many cases, committing himself to a philosophy of government. By interviewing youngsters from pubescence to late adolescence the authors tried to discern the maturation of political perspectives, and they compared youngsters in three countries with rather different political traditions to get some sense of the differential impact of social ideas. The authors remark that the most striking finding of their research was the tarp decline in authoritarian conceptions of government and law over the course of adolescence. It is a tendency which is equally visible in the three national samples presented in the article.

Focuses on the adolescent voice change in southern Negro males. Groups of Negro males that are investigated by means of phonellegraphic technique; Criteria that were established for the boys to be examined; Measurements made from the phonellegrams.

Nineteen members in 4 successive generations of one Chinese family in Malaysia were found to have classical lichen amyloidosis without systemic amyloid involvement. The disease was transmitted as an autosomal dominant trait with variable penetrance. Sex ratio was equal and the onset was around the age of puberty. The extent and severity of the lesions tended to increase with age. No patient subsequently developed the systemic form of amyloidosis. The present findings further strengthen the genetic theory of lichen amyloidosis. [ABSTRACT FROM AUTHOR]

The article discusses philosopher Giambattista Vico's theory of pedagogy. Vico served as Professor of Rhetoric at the University of Naples from 1699 to 1742. In the early years of his tenure, he delivered seven inaugural lectures, the first six of which remained unnoticed and unpublished. Knowledge of Vico's thoughts on pedagogy will reveal that many of the important emphases in modern educational thought were anticipated by Vico more than two centuries ago. And Vico's stirring call for the study of the humane disciplines if man is to remain human, and for an integration of knowledge if man is to avoid being fragmented is as contemporary and relevant to the needs of today's men and today's education as if it had been uttered just yesterday. Vico believed that individual development follows a psychogenetic law, passing through stages fixed by nature. In the earliest phases of development, the child depends on his capacity for sensation and imagination, the first powers he displays. These are followed by his development of memory, which is particularly vigorous during adolescence.

This article presents a research on the emotional development in childhood and adolescence. The author emphasized the necessity of defining and recognizing anxiety, neuroticism and stress before considering etiology. In other studies, comparisons on high anxious children with low anxious children revealed that high anxious children tended to show slower reaction times, more sex-appropriate behavior, to be less popular, more perceptual rigidity, and to recall interrupted tasks. No measurable relationship was obtained by the author between measures of emotional adjustment of children and measures of either parental attitudes on child rearing.

This articles discusses personality and social development in childhood and adolescence. The impossibility of separating personality and social development in childhood according to the author. The trend toward more comprehensive reporting and evaluating of parent-child interactions was marked and the construction of objective instruments for the evaluation of attitudes was especially stressed. Research reported on aggressive behavior and delinquency was related principally to socio-cultural-economic factors. At the elementary-school level, most recent studies were concerned with differentiations in role playing as well as with the personality correlates of these roles.

This article reviews the specific findings pertaining to contributions of the subjects fields to the objectives of secondary education. Studies dealing with the achievement of objectives of secondary education are classified as: those undertaken in the traditional content areas and those which represent promising trends. Among those course offerings in the traditional content areas which have been the object of research emphasis are those in the general field of the language arts. The major emphasis in mathematics and science has been to help students solve personal-social problems encountered in contemporary living and to help students use more effective problem-solving techniques in everyday living. Research studies dealing with the relationship of good citizenship to the integration of the community have grown out of studies on juvenile delinquency.

Reports on the study on the characteristics of adolescents in the U.S. The American adolescent lives in a country characterized by an open class system. One major factor in the variance is the adolescent's family status. The study of the etiology of delinquency pointed to the influence of the family. A researcher established several adolescent behaviors correlated with family status: the amount of education children receive, semester grades, course failures, group intelligence-test scores, awards and extracurricular activities. Personnel of the Research Center for Group Dynamics at the University of Michigan did field experiments designed to test techniques for changing the group acceptance and social adjustment of deviate adolescents in classroom and camp groups. Much effort has been spent by adults in counseling and guiding adolescents. Counseling influenced the guided group for the better educationally, socially, vocationally and personally.

This article discusses the physical growth in different periods and the size of the body. It states that there is no correlation between rapidity of growth, either during adolescence or the whole growth span, and final size of the body. The curves of increments show the same three characteristic phases of decreasing, increasing, and again decreasing velocity over a span of years. The article offers a conclusion from repeated measurements of female college students at Tulane University that shorter students, regardless of age, grew slightly more in college than did taller students. The finding that young college freshmen represent a physically accelerated group was confirmed. Weinbach proposed that the surface area of the body may be estimated by multiplying twice the girth of the right thigh by the height. When applied to subjects from birth to eighteen years this method gave results about 2.5 percent lower but very closely correlated with values obtained from the DuBios formula. He also described a method of computing the center of gravity, moment of inertia, and surface area from front and lateral photographs. A cast is made of the part to be measured, the number of discs required to cover the given area determined, and the value computed by weight.

Forty-one college students in an adolescent psychology class completed the Allport-Vernon Scale of Values, Part 2. Three weeks later they met singly with one, and then another, student and discussed a topic for five minutes with each of them. Before and after each discussion they filled in the A-V Scale as they thought their partners had filled theirs in. During one of the interactions the Ss believed that their partner had selected them as a person with whom they would like to talk, during the other interaction they believed that they had been selected as a person with whom their partner would rather not talk. Results indicated that increase in assimilative projection was associated with the order of the situations-increase occurred during the second inter- action-but was not associated with the stability (acceptance or rejection) of the group nor with the interaction of order and stability. Discussion of the results attempted to point out the need for further investigation of the construct change during such verbal interaction to account for the demonstrated effect of order on assimilative projection change. [ABSTRACT FROM AUTHOR]