This translation of an article by Vygotsky traces the major theories of periodization and evaluates these views of child development. In addition, he advances his theory of periodization that is based upon the development of the child's personality. (ST)

Attempts to clarify the meaning of differentiation in the Piagetian concept of object permanence. (BD)

Issues raised at an interdisciplinary conference on "Dialectics: a paradigm for the social sciences" are reviewed. The conference focused on the role of dialectical theory and methodology in designing and interpreting research in the social sciences. (BD)

Presents an overview of Pascual-Leone's Theory of Constructive Operators and discusses its implications for issues in developmental psychology. The author concludes that the theory may resolve several anomalies in cognitive- developmental and learning theory approaches to development. One potential problem, the objectivity of task analysis, is…

Distinguishes between two types of explanation of epigenesis, predetermined and probabilistic, and proposes that the second type is more scientifically useful. (SS)

Develops a model of "knowing" and discusses the implications of this model for an understanding of the nature of developmental stages. (BD)

Several advantages and disadvantages of a life-span concept are reviewed. The particular life-span concept of attachment is examined with respect to theory and methodology. (MS)

It is through the selection of responses that are to serve as the organism's guests that many of the organism's characteristics and outcomes are determined. (MS)

The lineage of developmental psychology has involved three waves of research in the 1890s (Hall), 1930s, and 1960s (Piaget). Over these years, a cooperative knowledge-building process arose, fostered by new journals in the 1930s, in which articles built upon one another and sustained or redirected trains of thought among a community of…

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…

Maintains that Settersten's article (PS 528 646) elucidates the way in which American selfhood is formed, challenged, and maintained. Focuses on how survey research aids in examining questions regarding the meaning of age norms for individuals. Notes strengths and limitations of survey research and suggests that age salience may be an aspect of…

Argues that Baumrind's (1998) postculturalist stance reflects the direction of developmental psychology research, but her efforts to construct a complementary ethical theory fall short. Argues that her position suffers from internal contradictions and that her project can be salvaged by accommodation with elements of communicative discourse theory…

This research focused on the modes of distributive justice employed by individuals differing in the maturity of their moral judgments. Distinctions were made between five modes of distribution response: self interest, parity, equity, social responsibility, and individual responsibility. (MS)

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…