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Entering the developmental phase, athletes had to accommodate to a more goal-directed mode in which both the athlete and the parents begin to rigorously commit more training and resources (p 192) Entering the mastery phase demands a full obsession to the sport and high performance from the athletes, parents, and coaches Based on interviews with four junior national-level athletes and their family members, C t (1999) likewise suggested three career phases with an emphasis on special demands and sacrifices from athletes and their families during the within-career transitions Based on semistructured interviews with three adolescent tennis players, their parents, and coaches, Wolfenden and Holt (2005) corroborated C t s findings of three career phases and the parentathlete social system In their study, parents were responsible mainly for social support and pressure and coaches for teaching expertise and commitment to tennis.

Bennie and O Connor (2004) investigated track and field athletes when transgressing or dropping out from junior to senior level The main facilitating influence on a.

The safety of bacterial strains intentionally added to food, such as starter cultures used for meat products, is becoming an issue. Although meat starter cultures have a long

Explanatory Variable Intercepta Female s age at unionb Cohabiting couplea Relationship durationab Substance abusea Minority couple Number of childrena Male s educationb Female s educationb Income-to-needs ratiob Open disagreementab Communication styleab Male nonassertivenessb Female nonassertivenessab Minority couple incometo-needs ratioa Model Chi-Squared Model d f

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with today as earlier Replications generally have proven to be successful (Siegler, 1996) Yet the theory of Piaget has not stood the test of time without many scars Consider some of the main ones First, Piaget s interpretations of data have proven to be problematical in many different respects The list of such critiques is very long For example, there is evidence that infants achieve object permanence much earlier than Piaget had thought (eg, Baillargeon, 1987; Bowers, 1967, 1974; Cornell, 1978) There also is evidence that conservation begins earlier than Piaget suspected (Au, Sidle, & Rollins, 1993) As another example, dif culties that Piaget attributed to reasoning appear in some instances actually to have been due to memory (eg, Bryant & Trabasso, 1971).

Second, it now appears that children often failed Piagetian tasks not because they were unable to do them but because they did not understand the task in the way the experimenter intended The research of Piaget points out how important it is to make sure one understands a problem not only from one s own point of view as experimenter but also from the child s point of view as participant For example, being asked whether a collection of marbles contains more blue marbles or more marbles can be confusing, even to an adult Third, many investigators today question the whole notion of stages of development (eg, Brainerd, 1978; Flavell, 1971).

Piaget fudged a bit with the concept of horizontal d calage, or nonsimultaneous development of skills within a given stage across domains, but many investigators believe that development is simply much more domain speci c than Piaget was willing to admit (eg, Carey, 1985; Keil, 1989) As another example, children master different kinds of conservation problems at different ages, with the differences appearing in a systematic fashion (Elkind, 1961; Katz & Beilin, 1976; S A Miller, 1976), with conservation of number appearing before conservation of solid quantity, and conservation of solid quantity before that of weight Fourth, many investigators have found Piaget s theory to characterize children s competencies more than their performance (eg, Green, Ford, & Flamer, 1971) Indeed, Piaget (1972) characterized his model as a competency model.

GENERAL HOSPITAL 0 0 0 5 3.0% 110 44 32.8% 7 15.2% 122 0.0% 18 9 8.3% 0 0.0% 7 7 26 0.0% 42 27 19.1% 2 4.3% 16 15 0.3% 44 27 19.3% 2 4.7% 21 15 15 14 6 26 409 394 239 778 182 180 109 268 227 219 135 359

For this reason, it may not be optimally useful in characterizing what children are able to do on a day-to-day basis Fifth, although Piaget believed that cognitive development could not be meaningfully accelerated, the evidence suggests the contrary (Beilin, 1980) Piaget probably took too strong a position in this regard Finally, some have questioned the emphasis Piaget placed on logical and scienti c thinking (eg, R J Sternberg, 1990b) People often seem less rational and more oriented.

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