The metaphysical character of psychological memory research, which emphasizes static elements and quantitative relationships, is contrasted with a dialectical approach to the development of memory in which contradictions lead to qualitative changes. Some relations of metaphysical memory research to ideology and technology are discussed. (JMB)

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)

In this paper, we consider how the life story develops through the creation of self-event connections in narrating experiences. We first outline the ways in which such connections have been implied by existing work on the life story, and then consider the varieties of such connections that we see in our own work. That work suggests that self-event…

This paper synthesizes two perspectives on essentialism: cognitive and social. The cognitive essentialist perspective argues that our bias to appeal to the psychological belief that categories have innate essences enables us to make inferences about social categories such as race, caste, and gender. The social essentialist perspective argues that…

Describes Kohlberg's Theory of Moral Development as a liberal ideology. Critiques Kohlberg's theory and liberal social science ideologies in general. (BD)

Maintains that, although Leontiev's sociocultural orientation and its activity emphasis were inherited from Vygotsky's theory, the two men's theoretical motives and goals differed. Vygotsky's focus on symbolic mediation transforming psychological processes and Leontiev's on activities leading to internalization of action in mental processes were…

Examines development of representational thought from the perspective of Jean Mandler's image-schema theory and an action-theoretical approach derived from Piaget's theory. Concludes that empirical findings fail to support hypotheses of early onset, and that representational development is more adequately interpreted within the context of an…

Suggests that a dialectical theory of development deemphasizes equilibrium or balance at which development is at rest and emphasizes continuing changes brought about by inner and outer contradictions. (JMB)

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…

Argues that Vico's constructivist epistemology is germane to contemporary cognitive developmental psychology, first in clarifying the meaning of the environment in Piaget's theory and second by providing, through the description of mental operations, a way of overcoming directions to the overly formal quality of Piaget's basic concrete-operational…

The theory of developmental sequences is extended by introducing the concepts of prerequisite and precursor. It is argued that (1) attention to prerequisites and precursors is necessary for answering questions of sequence existence, membership, and order and that (2) because these concepts are theory dependent, appropriate developmental research…

The paradigm of theoretical behaviorism which rests on the premise of a passive organism is discussed. It is argued that the learning-theory movement promoted scientific understanding of the active organism which, in an ideological sense, it tended to deny. (MS)

The historical development of the dialectic is briefly traced from Hegel to Marx. Certain aspects of both Hegelian and Marxian dialects are brought to bear on a critical assessment as to how the development of a humanistic psychology should proceed. (MS)