Orlando Lourenço

TL;DR: The developmental theory of Jean Piaget has been criticized on the grounds that it is conceptually limited, empirically false, or philosophically and epistemologically untenable as mentioned in this paper.

TL;DR: In this article, the authors examined whether German and Portuguese 5- to 6-, and 8- to 9-year-old children distinguish between the feelings attributed to a victimizer or to themselves if they were the victimizers in two hypothetical moral violations (stealing and breaking a promise), and how they morally evaluate the emotions they attribute to victimizers and the person of the victimizer.

TL;DR: For instance, the authors found that participants conceived of polluting their local waterway as a violation of a moral obligation, and that environmental moral issues involved water pollution, air pollution, forest fires, and logging.

TL;DR: In this article, the differences between Vygotsky's and Piaget's theories are discussed, and the difference underlies the way each author addresses the following issues: 1) the origins of development and the motor of development; 2) the relationships among equal peers vs. those based on authorities; 3) the more appropriate methods for studying developmental changes; 4) the importance of the distinction between true vs. necessary knowledge; and 5) the role of transformation and personal reconstruction vs. that of transmission and social influence in the phenomena of development.

TL;DR: This paper introduced the idea of an epistemic triangle, with factual, theoretical, and conceptual investigations at its vertices, and argued that whereas scientific progress requires a balance among the three types of investigations, psychology's epistemic triangular is stretched disproportionately in the direction of factual investigations.