Third in a series of five essays on Piaget, this article examines the dynamic, functional aspects of Piagetian theory through an identification and analysis of two major models for understanding interaction and change: assimilation/accommodation and scientific inquiry. (Author/CM)

Notes that the pragmatist approach to the study of mind is represented in psychology by Piaget's action orientation. Believes, however, that American empiricists regularly misinterpreted Piaget's approach. Generally supports Barrouillet and Poirier's advocacy of Piaget's orientation, but presents some disagreements with Barrouillet and Poirier as…

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…

Proposes a three-level model of cognitive processing to account for complex monitoring when individuals are faced with ill-structured problems (i.e., problems on which opposing or contradictory evidence and opinion exists). (Author/RH)

The role of beliefs in expected unchangeability of life stress (EU) was studied in a sample of 194 elderly persons with economic and/or health problems and a control group. The research model integrated different approaches to cognitive theories of adjustment to aging. (Author/CM)

Drawing on Piaget's own work and some contemporary studies of social interaction, the author concludes that one may reinterpret Piaget's descriptive psychology in terms of the infant's growing communicative competency. (Author/MP)

Reviews relativity theory in physics to derive a relativistic metatheory applicable to life span developmental psychology. The discussion points out ways in which relativistic thinking might enhance understanding of life span development and epistemology. (Author/DB)

Interviews with adolescents revealed that they have a complex "divided metaphysics" of subjectivity, based on a dualistic view of reality versus appearance. Certain conceptual methodological issues surrounding research into self identity are discussed. (Author/DB)

Philosophical tendencies in Kohlberg's cognitive-developmental theory of moral development such as apriorism, absolutism and formalism are unfavorably contrasted with the dialectical categories of historicism, double interactionism and reflection. In logic and epistemology the cognitive-developmental theory is shown to be based on a subjective…

Compares narrative approaches to Kohlberg's theory of moral development along five dimensions: values relevance, legitimacy, universality, rationality, and commensurability. Argues that, contrary to Kohlberg's theory, narrative approaches may lead to contradiction in epistemology, nihilism in moral choices, and opportunism in relationships.…

Piaget's theory has been characterized as descriptive and not explanatory, not qualifying as causal explanation. Piaget was consistent in showing how his theory was both explanatory and causal. Vygotsky also endorsed causal-genetic explanation but, on the basis of knowledge of only Piaget's earliest works, he claimed that Piaget's theory was not…

Constructivist theory must choose between the hypothesis that felt perturbation drives cognitive development (the priority of felt perturbation) and the hypothesis that the particular process that eventually produces new cognitive structures first produces felt perturbation (the continuity of process). There is ambivalence in Piagetian theory…

Discusses the conditions for validating customary phylogenetic procedures. Concludes that the requisites of homogeneity and completeness for proved short lineages seem satisfied by the Hennigian but not the Haeckelian procedure. The epistemological antinomy of the two procedures is emphasized for the first time. (Author/RH)

Considers conceptual and theoretical issues involved in an action-oriented developmental perspective, arguing that actions are interpretation constructs. Multiple roots of active theory in psychology are summarized, and some ways that an action orientation might contribute to psychological thinking about aging and developments are discussed.(RH)

Piaget's last two works may add a new level of coherence and generality to his theories, which are grounded in an insight about the interdependence of reality and knowledge about reality. Piaget expanded Kant's epistemology to encompass three systems operating in the frames of biology, psychology, and culture. (MDM)