Argues that cognitive and affective systems do not develop in parallel and that affects serve a communicative function. (RH)

Presents several reconceptualizations of adult cognitive development and its relation to everyday problem solving. Argues that investigation of relations between adult cognitive development and everyday problem solving may be facilitated through causal modeling that includes task characteristics, social context, and personality and motivational…

Argues that linguistic communication allows the incorporation of individual, microsociological, and macrosociological levels of analysis into a general theory of action. (RH)

Outlines how levels of the interpretation of reality and categories of a naive theory of action that constitute these levels are differentiated and coordinated in a specific developmental sequence. Subsumed within this theoretical framework are the distinction between action on physical objects and social interaction and the distinction between…

Focusing on volitional, purposeful goal-oriented activity, this article explores the relationships between distancing strategies, representational competence, and action theory. (RH)

Explores contradictions arising from Piaget's transposition of the phylogenetic problem of the appearance of new forms to the ontogeny of knowledge. Discussion focuses on development as the organization of contents by preformed structures, on early development as a succession of representational organizations, and on concepts of structure and…

Discusses the logical discontinuity between object and personal knowledge. Proposes an extension of Piaget's subject-object equilibrium to a dialogic situation between an ego and an alter. Suggests that this structural model provides a scheme by which differences in adulthood between adaptive and maladaptive cognitive change can be clarified.…

Discusses ontogeny and phylogeny in Piaget's work, differences between Piagetian (constructivist) and Darwinian (selectionist) approaches, and problems associated with transposing conceptual systems from one field to another. (RH)

Particular reference is made to change seen as either a discrete or a continuous process. This topic is discussed in relation to progress and modern trends in biology and physics. Additionally discussed is the development of children's understanding of the process of change in physical and biological phenomena. (Author/RH)

Draws parallels between MacIntyre's account, in "After Virtue," of contemporary moral theory and practice and the conduct of young adults in conflicts developed over the breaking of an agreement to cooperate. Implications of the similarities and differences are discussed. (Author/RH)

Criticizes the distinction between lower and higher psychological processes in Vygotsky's cultural-historical theory. Shows that Vygotsky separated these processes too sharply and that his conception of lower processes as "natural" and "passive" is false. Suggests that these shortcomings can be overcome within the…

Explores implications of two cognitive development perspectives for characterizing ontogeny of causal reasoning. Reviews literature on causal reasoning in the preschool years and concludes that the hypothesis of an invariant causal scheme is only partially correct. (Author/SO)

Reports studies conducted to clarify the development of children's knowledge and understanding of the types of stimulus conditions and cognitive activity that are likely to help or impair their own self-control. It was found that children's knowledge of effective delay strategies was related to their actual ability to delay gratification. (RH)

Reports an evaluation of the perceived visibility and quality of human development journals in France, Great Britain, and West Germany. Overall, the dominance of English-language journals (and especially American journals) is notable. Achieving particular international prominence were "Child Development,""Developmental…

Proposes a framework which builds on theories of subjective expectations and which combines a new model of beliefs about control with a process model of intentional action. Applications to the study of control beliefs on cognitive performance are outlined. (RH)