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Some of the major changes that have influenced the field of child development since the last edition (1964) are presented in this edition. The book is divided into six parts, each with an introduction that summarizes what is important in the various domains of child development. Part One, The Grand Systems, is intended to give the reader a solid theoretical foundation with which to approach the individual papers. The "grand systems," or major schools are identified as the psychoanalytic, the behaviorist, and the interactionist, and papers by authors closely identified with each system are included. The papers in the other five parts of the book reflect one of the theoretical approaches introduced in Part One. These five parts are: Part Two, The Culture and the Child: Cross-Cultural, Class, and Ethnic Differences; Part Three, Infancy; Part Four, Perceptual and Cognitive Development; Part Five, Socialization Processes; and Part Six, Socializing Agents: The Home, The School, and the Peer Group. Author and subject indexes are provided. (Author/DB)

The purpose of this book is to make readers, especially teachers, more conscious of language processes and of the components of teacher-child interactions that affect language acquisition. The papers in this volume, devoted to both the theory and practice of language training, were selected on the basis of what appear to be promising practices in language training derived from current psycholinguistic thought. Part I contains the following papers: "Language Research and Preschool Language Training," Donald R. Moore; "On the Heterogeneity of Psychological Processes in Syntactic Development," Wilbur A. Hass; and "Language of the Disadvantaged: The Distancing Hypothesis," Irving Sigel. Part II contains: "A Tutorial Language Program for Disadvantaged Infants," Genevieve Painter; "A Systematized Approach to the Tucson Method of Language Teaching," Celia Lavatelli, ed.; and "Language Programs for Young Children: Notes from England and Wales," Courtney B. Cazden. Part III papers are: "Some Language Comprehension Tests," Ursula Bellugi-Klima; and "Elicited Imitation as a Research Tool in Developmental Psycholinguistics," Daniel I. Slobin and Charles A. Welsh. (Author/AJ)

Compares academically-oriented, Montessori, British Infant schools and child development or traditional nursery schools. Suggests that a combination of structured learning activities and free play periods is desirable. (NH)

Objective: We evaluated the cytotoxic activity of the three anthracyclines, doxorubicin, epirubicin and idarubicin, in different sublines of the Dunning rat prostate carcinoma as well as in multidrug-resistant KB cells, expressing a high amount of the human multidrug resistance gene product, P glycoprotein. Methods: The effectiveness of the three anthracyclines was tested in vitro in the Dunning rat prostate carcinoma sublines G, AT.1, AT.3.1, MatLu, and MatLyLu, as well as in multidrug-resistant KB cells, using an MTT assay. Results: All drugs were clearly more effective in the androgen-sensitive Dunning rat prostate carcinoma subline G than in the androgen-independent growing sublines AT.1, AT.3.1, MatLu, and MatLyLu. Idarubicin was much more effective than doxorubicin or epirubicin. To further elucidate the mechanism of action of idarubicin as compared with doxorubicin and epirubicin, we tested the cytotoxicity of these anthracyclines in highly multidrug-resistant KB-V1 cells, which express high amounts of P glycoprotein, as well as in the drug-sensitive parental KB-3-1 cells. KB-V1 cells proved to be highly resistant to doxorubicin and epirubicin with IC 50 values of 2,300 and 1,000 ng/ml, respectively. Idarubicin, however, was about 57.5-fold and 25-fold more active, respectively, suggesting, that it is able to overcome P-glycoprotein-mediated multidrug resistance. Conclusion: The strong in vitro effectiveness of idarubicin in androgen-insensitive prostate carcinoma cells suggests that this drug might be useful in the treatment of hormone-refractory prostate carcinoma.

The American socialization process emphasizes the learning of independence in the childhood years. Perhaps more than in other societies, standing on one's own feet, being able to fend for oneself is an important characteristic of the socialized person in our society. Beginning in early childhood we systematically train our children to attend to their physical needs by themselves (feeding, dressing, toileting), to learn to get along without the mother's continual presence and to learn to take a certain measure of hardship without turning to the socializing agent for help or comfort. But the American socialization process also emphasizes dependence. American parents want their children to turn to them for guidance and to accept their instructions as they attempt to induct the young into the mores of society. It is important for our children to learn a dependency drive-to learn to solve some problems by turning to the adult because the adult knows the approved ways of behaving. Successful socialization, then, involves the acquisition of a culturally approved balance between dependency and independence. Not all children learn the proper balance between these two drives. Some children become overly-dependent upon mother or mother substitute. These are the children who continually seek out adults for their presence, their help, or their approval. They find it hard to grow up and cling tenaciously to their mothers for support. This paper is concerned with causes of overdependency. It reports the results of a study in which 20 young children (six-year-olds) who were rated as being overdependent were compared with 20 young children who served as controls. Two hypotheses were advanced to explain overdependency and each of these was tested in the study: I. Overdependency results from a non-permissive approach to infant disciplines. During the past decade an articulate group of neo-Freudians has advocated a permissive approach to feeding, weaning, toilet training

The student of superior intelligence is not always the superior performer in both the linguistic and the scientific fields. The able English major may have difficulty in learning physics, while his counterpart, the physics major, may find rhetoric his bete noire. This paper offers a possible explanation of how readiness for learning physics is developed. It explores the hypothesis that certain kinds of childhood experiences structure an individual's perceptions of the physical world; that these perceptions are stored as information in cell-assemblies in the cortex; and that this neural reservoir facilitates the learning of concepts in the physical sciences. The nature of experiences that might contribute to the building of such a neural reservoir is discussed.

(1951). Studies in Cooperation and Competition: I. the Effects of Working for Group and Individual Rewards on the Social Climate of Children's Groups. The Pedagogical Seminary and Journal of Genetic Psychology: Vol. 79, No. 2, pp. 173-197.