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

Presents propositions fundamental to a comprehensive Marxist theory of personality: five premises about the ontological nature of the person and four about underlying expresssive personality characteristics. Differences between the proposed theory and traditional theories are discussed in terms of sociohistorical influence, the nature of…

To illustrate the need for careful analysis, discusses (1) intrapersonal versus interpersonal paradigms of intention and (2) differentiation between reason and cause and their joint consideration.(RH)

The correlation between ontogeny and phylogeny is analyzed through the discussion of four theories on the reality, history, epigenetic, and ecological aspects of the mechanism of evolution. Also discussed are historical and creative aspects of evolution and three epigenetic mechanisms instantiated in the case of the amphibian embryo. (Author/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…

Discussion focuses on psychologistic and sociologistic dimensions of action theories, multivoicedness in the discourse of individuals, the inclusion of the emotional dimension on action theory, psychology on America and Europe, the extent to which action theory is taken seriously by researchers, and the problem of relating psychological and…

Considers the issue of parallels between ontogeny and phylogeny from an historical perspective. Discusses such parallels in relationship to two ontogenetic principles concerning recapitulation and sequence of stages. Differentiates between Piaget's use of the idea of recapitulation and Haeckel's biogenetic law. (Author/RH)

Argues that ontogenetic and phylogenetic theories are related and that such a coupling can be established only in reference to a metatheory. The metatheory is construed in terms of a combination of logical coherence and requirements necessary for generalization as well as comprehensive, philosophical representations of living beings (e.g.,…

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)

Argues for unifying the conceptual frameworks of theories of evolution so that problems and their solutions in one theory may be transposed and explored in the others. The argument is used to reconsider the mutationist and Darwinian theories of evolution in the light of Piaget's nonstandard theory of evolution. (Author/RH)

Points out that while some symposium papers pursue a model of the individual mind, others explore the social mind. Argues that concepts of cognitive theory originally based on social existence have been deformed to emphasize the individual as a self-contained entity.(RH)

Analyzes the intentionality of conceptually mediated perception and explicates a conception of immediate perception and its intentionality. The model of immediate perception is applied to studies of infant perceptual capacities in the first months of life. Prefigurations of the categories of object, identity, existence, permanence, and…

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)

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…

An action theoretic account of skill learning and skill use is offered as a useful heuristic for life-span developmental psychology. The version presented is one that is particularly prominent in industrial psychology in the German-speaking countries. (Author/RH)