Emphasizes the social and interpersonal aspects of actions, especially as described in Soviet psychology. Argues that remembering is essential for intentional action. Intentional action is derived from the communication and cooperative relations between two people. (RH)

Summarizes the general perspectives represented in the symposium and attempts to reconcile them by reconstructing a dialog between them. Issues addressed include the intersubjective nature of intentionality, the nature of action theoretical explanations, and the distinctive characteristics of action theory. (RH)

This final essay in a five-part series examining Piaget's structural developmental psychology suggests that a psychological theory which integrates aspects of developmental structuralism within a critical social framework can be developed. (Author/RH)

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

Proposes a phase model describing the course of first pregnancy, while outlining an extended view of pregnancy as both a biological and psychosocial process. Four ideal phase types are distinguished: a disruption phase of radical change, an adaptation phase of readjustment, a centering phase focused on production, and a final phase of anticipation…

Briefly discusses similarities and differences between social and physical knowledge. Argues that the study of social cognition cannot be derived from, nor reduced to, the study of physical cognition, and that the social origins of knowledge need to be emphasized more in contemporary developmental theory. (Author/SS)

Agrees with Levenson and Crumpler's critique of ontogenetic theories as overly stressing biological determinism. Disagrees with their proposal, in discussing sociogenic and liberative models, that social influences be confined to a weak determinism. Suggests that a problem for developmental theories is to understand ways of increasing individuals'…

Sees Levenson and Crumpler's liberative model as idealistic, and critiques apparently anti-materialistic implications of the model. Maintains that Levenson and Crumpler's suggestion that the goal of adult development is to free the individual from environmental and biological influences is bad science but constitutes a valuable sermon. (BC)

Because developmental theories of Vygotsky, Piaget, and Bandura are far more complex than much of the empirical work based on them, researchers have concentrated on relatively narrow aspects of each man's ideas, in the process magnifying the differences between them. Nevertheless, basic differences do exist in each theorist's conceptualization of…

Agrees with proposition of Tudge and Winterhoff in the previous article that the differences between the developmental theories of Vygotsky, Piaget, and Bandura have been exaggerated over the last 30 years. Perceived differences that distinguished these theories in the early 1960s have diminished dramatically, due in part to the later work of the…

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…

Compares ontogenetic models, which stress development through a series of stages; sociogenic models, which stress the influence of social context on adult behavior; and liberative models. Liberative models do not treat adult development as entirely dependent on biological or social determinism, and do stress individuals' conscious efforts at…

Examines Piaget's and Vygotsky's conception of the relation of the social to the individual, including individualism versus holism, Piaget's alternative of relationalism, and Vygotsky's views of the nature of the social. Suggests that Piaget's denial and Vygotsky's advocacy of explanatory emergence leads to the question of domain-general versus…

Suggests that conceptual and methodological approaches to the study of the family fundamentally reflect the sociohistorical context within which they are embedded. Argues for the development of a philosophical anthropology and comparative methodology appropriate to the study of humans as social beings. (Author)

Earlier generations of developmental psychologists, seeking to make their discipline a normative science, stressed experimental study of children, method over subject matter, and fundamental laws underlying behavior. By contrast, the generation of psychologists after 1970 is inclusive in its research methodology, concerned with the connection…