Showing papers in "Human Development in 1979"
TL;DR: Vygotsky's notions of speech, language and thought have recently begun to receive more attention in the west, but some of his basic distinctions are not well understood.
Abstract: Vygotsky’s notions of speech, language and thought have recently begun to receive more attention in the west, but some of his basic distinctions are not well understood. The first part of this paper d
684 citations
TL;DR: The purpose of this essay is to reconceptualize Kohlberg’s theory and research on moral stages in the light of recent criticisms.
Abstract: The purpose of this essay is to reconceptualize Kohlberg’s theory and research on moral stages in the light of recent criticisms. In the early 1970s, Kohlberg extended his Piaget-based moral stages to
115 citations
78 citations
TL;DR: This article reviewed theoretical background, and methodological basis of cross-cultural studies on American and Mexican children regarding development of coping style and concluded that there is enough evidence to take seriously the existence of culture-typed coping styles.
Abstract: The author reviews theoretical background, and the methodological basis of cross-cultural studies on American and Mexican children regarding development of coping style. He concludes that there is enough evidence to take seriously the existence of culture-typed coping styles.
61 citations
TL;DR: An overview is given of the theory of psychological differentiation and particularly of its field-dependence-independence cognitive-style component.
Abstract: An overview is given of the theory of psychological differentiation and particularly of its field-dependence-independence cognitive-style component. Recent cross-cultural research on the roles of child-rearing, culture and ecology in the development of individual, group and sex differences in cognitive style is reviewed.
57 citations
TL;DR: A brief overview of developments in the study of formal operations thought since 1972 is given in this article, where several active areas are reviewed and some speculations concerning future research direction are also discussed.
Abstract: Following a brief overview of developments in the study of formal operations thought since 1972, research in several active areas is reviewed and some speculations concerning future research direction
55 citations
TL;DR: In this paper, two developmental perspectives on moral reasoning are evaluated: one of them assumes that as ontogenesis proceeds, the role played by earlier acquired moral stages becomes increasingly insignificant in comparison with the more advanced stages, and a nondisplacement perspective is outlined to correct for this deficiency.
Abstract: This paper evaluates two developmental perspectives on moral reasoning. While their interpretations differ, both perspectives use stage displacement models to depict moral development. These perspectives assume that as ontogenesis proceeds, the role played by earlier acquired moral stages becomes increasingly insignificant in comparison with the role played by more advanced stages. The discussion argues that the use of displacement models inhibits an adequate integration and understanding of the research findings on moral development. A nondisplacement perspective is outlined to correct for this deficiency.
52 citations
TL;DR: An approach to cognitive development which builds upon certain of Piaget’s assumptions and methods but which takes into account the specific characteristics of diverse symbol systems and media is outlined here.
Abstract: While many of Piaget’s contributions have already been assimilated into developmental psychology, certain limitations in his approach have become evident. Piaget’s emphasis on logical-rational thought and his correlative neglect of the vehicles by which knowledge is carried point up the need for a new, post-Piagetian perspective. An approach to cognitive development which builds upon certain of Piaget’s assumptions and methods but which takes into account the specific characteristics of diverse symbol systems and media is outlined here. Such an approach may account for a number of phenomena left unexplained by Piaget, integrate diverse strands of research, and suggest certain promising new lines of investigation.
44 citations
TL;DR: The authors examined concepts about and evaluations of the unequal distribution of personal possessions and found that the main cultural difference in reasons given for unequal distribution occurred for fifth graders, where both Israeli groups mentioned differential work and achievement, as a major reason for the existence of inequality, whereas this reason was not frequent among Americans until older age levels.
Abstract: This study examines concepts about and evaluations of the unequal distribution of personal possessions. As an exploratory study, its purpose was to map the dimensions of (a) explanations for the existence of unequal distribution and (b) judgments or evaluations of inequality. Interview questions were administered to (a) 150 Americans, 30 at each of five age levels (kindergarten, second, fifth, and eleventh grades, and 40- to 50-year-old adults), and to (b) 120 Israelis, 60 from the kibbutz and 60 from the city (in each case, 30 of kindergarten age and 30 of fifth grade age). A content analysis was performed on the interview responses. The general developmental trend in explanations for the existence of unequal distribution was for (a) both differential amounts of money and differential preferences and needs to be frequent explanations at all ages, (b) differential acquisition explanations to become increasingly active in nature (e.g., working, earning), and (c) an increasing recognition that unequal distribution is due to circumstances beyond the individual’s control. The main cultural difference in reasons given for unequal distribution occurred for fifth graders, where both Israeli groups mentioned differential work and achievement, as a major reason for the existence of inequality, whereas this reason was not frequent among Americans until older age levels. With respect to evaluations of unequal distribution, the youngest two age levels had difficulty making any evaluative statements at all, but those few they made tended to be negative. Fifth graders and high school students also judged unequal distribution more negatively than positively, and only the adults gave as many positive as negative evaluations. The principal difference between cultural groups was that a greater number of kibbutz children stated explicitly that they were indifferent to unequal distribution. There were also a number of smaller developmental and cultural differences, and the general pattern of results is interpreted as reflecting different experiential histories with inequality.
32 citations
TL;DR: The authors investigated the effect of various strategy-modeling techniques on the performance of both young children and elderly adults on the 20-question task and found that 6-year-old children and older adults performed better than adults.
Abstract: We investigated the effect of various strategy-modeling techniques on the performance of both young children and elderly adults on the 20 Questions Task. In experiment I, 6-year-old children and elder
29 citations
TL;DR: The sine qua non of a constructivist view of development is the notion of self as discussed by the authors, and the role of knowledge of the self and other are used to explain sex-role behavior.
Abstract: The sine qua non of a constructivist view of development is the notion of self. While the organism is acted upon both by its biology and by the culture in which it lives, it is the active process of interpretation of behavior which is the psychological phenomenon. Examples of this are given where the role of knowledge of the self and other are used to explain sex-role behavior.
TL;DR: This study is a further cross-cultural test of the processes underlying developmental changes in the directionality of perceptual exploration associated with the learning of reading and writing in Switzerland.
Abstract: This study is a further cross-cultural test of the processes underlying developmental changes in the directionality of perceptual exploration associated with the learning of reading and writing in sch
TL;DR: This article found evidence for a qualitative difference between two age groups with respect to their interpretation of linguistic metaphors and found that adults evince a synthesizing, integrative perspective when asked to produce explanations of metaphors, while high school students' explanations are more analytic in nature.
Abstract: This study presents evidence for a qualitative difference between two age groups with respect to their interpretation of linguistic metaphors. In an experiment involving 30 mature adults and 31 high school students, the adults evince a synthesizing, integrative perspective when asked to produce explanations of metaphors, while the high school students’ explanations are more analytic in nature. These differences in production are not related to a simple measure of vocabulary skill. The results of this study are discussed as an extension of the current research on the development of metaphoric comprehension, and in relation to the current research and theory concerning cognitive development throughout adulthood. The study lends support for a conception of adult cognitive development that focuses on the adult’s reliance on integrative, organizing perspectives.
TL;DR: A selective review of studies comparing personality development in two cultures is presented in this paper, where different aims, strategies, and theoretical implications are stressed, and some major issues in research on acculturation are discussed.
Abstract: A selective review of studies comparing personality development in two cultures. Different aims, strategies and theoretical implications are stressed. Finally, some major issues in research on acculturation are discussed.
TL;DR: This discussion relates to the cognitive context of early speech and its brain basis and arrives at a hypothesis relating the left hemisphere to the brain basis.
Abstract: This discussion relates to the cognitive context of early speech and its brain basis. It reviews pertinent developmental and neuropsychological literature and arrives at a hypothesis relating the left
TL;DR: Four recently published longitudinal studies promise to clarify the process of adaptation during adolescence and to link adolescence to other phases of development.
Abstract: Four recently published longitudinal studies promise to clarify the process of adaptation during adolescence and to link adolescence to other phases of development. Works by Moriarty and Tousseing, Kelly, Bachman, and Vailant are described. The importance of adolescence for the crystallization of coping style and as a precursor of adult development is emphasized.
TL;DR: An argument is presented showing that the postulation of psychological capabilities that are jointly necessary to and specific to other capabilities involves strong theoretical commitments that have n importance.
Abstract: An argument is presented showing that the postulation of psychological capabilities that are jointly necessary to and specific to other capabilities involves strong theoretical commitments that have n
TL;DR: This review argues that an hypothesis about longitudinal development may be derived from, and tested exclusively by, cross-sectional data, when the potential sources of interpretive errors are dealt with.
Abstract: This review argues that an hypothesis about longitudinal development may be derived from, and tested exclusively by, cross-sectional data, when the potential sources of interpretive errors are dealt w
TL;DR: The results do not support the notion that elderly individuals respond more slowly in order to maintain accuracy; older individuals had longer response latencies and made more errors than younger individuals.
Abstract: It has often been proposed that elderly individuals respond more slowly than younger adults in order to insure accuracy. In order to investigate this hypothesis the Matching Familiar Figures test was administered to 10 males and 10 females from each of the following age groups: 30–39, 40–49, 50–59, 60–69 and 70–79 years old. A 5 (age) × 2 (sex) analysis of variance was performed on the two dependent measures – average latency to first response and total number of errors. The analysis of variance indicated that age was a significant source of variance in the analyses of both latency and error scores. Regression analyses were performed on both the latency and error scores with age, sex, education, occupation, and retirement as predictor variables. Age was the only significant predictor of latency and errors; older individuals had longer response latencies and made more errors than younger individuals. Thus, the results do not support the notion that elderly individuals respond more slowly in order to maintain accuracy.
TL;DR: In an investigation of the relationship of the logical operations to other developmental sequences, 30 college students were assessed as to logical operational ability, and these results compared with their performance on a literary task of poetic interpretation as discussed by the authors.
Abstract: In an investigation of the relationship of the logical operations to other developmental sequences, 30 college students were assessed as to logical operational ability, and these results compared with their performance on a literary task of poetic interpretation. Operational performance criteria in the logico-mathematical realm were translated into comparable analysis of subject performance in a literary medium. The strong association obtained between logical operational performance and sophistication of poetic interpretation supports the theoretically predicted applicability of central, formal reasoning structures to various content areas.
TL;DR: This paper suggests an approach to understanding moral functioning incorporating developments in biological and cognitive theory, and three components underlying moral behavior are postulated.
Abstract: This paper suggests an approach to understanding moral functioning incorporating developments in biological and cognitive theory. Three components underlying moral behavior are postulated: (1) genetic
TL;DR: In this article, the authors discuss some conceptual and methodological difficulties associated with the use of the form-content distinction in moral development literature and suggest that the form content distinction should be replaced with the content distinction.
Abstract: This paper discusses some conceptual and methodological difficulties associated with the use of the form-content distinction in moral development literature. First, the discussion suggests that the us
TL;DR: In this paper, the authors evaluate different approaches in cross-cultural research, strategy, methods and main findings of the Austin-Mexico City project in which an overlapping longitudinal longitudinal study was conducted.
Abstract: After an evaluation of the different approaches in cross-cultural research the author reviews strategy, methods and main findings of the Austin-Mexico City project in which an overlapping longitudinal
TL;DR: New developments in the field of child language acquisition are reviewed in this article, where the authors emphasize the role of communication and dialogue in the acquisition of language and the importance of dialogue in children's language acquisition.
Abstract: New developments in the field of child language acquisition are reviewed. Research and theory are increasingly emphasizing the role of communication and dialogue in the acquisition of language. This i
Journal Article•
TL;DR: In this paper, a multivariate cohort study investigated patterns of interaction associated with 90 individuals representing different periods along the adult life course: adolescence, adulthood and retired adulthood, using an interaction-transaction perspective on perceived control within six life situations.
Abstract: Utilizing an interaction-transaction perspective on perceived control within six life situations, a multivariate cohort study investigated patterns of interaction associated with 90 individuals representing different periods along the adult life course: adolescence, adulthood and retired adulthood. Two global hypothesized patterns were tested: (a) a pattern due to the individuals’ social age status regardless of situation; (b) a pattern due to the situation regardless of social age status. The results indicate neither hypothesis adequately portrays the complex interplay of life situations, social age status and sex status. The results are discussed in terms of the individuals’ differing transactional relations with the larger culture, sex status differences operating in conjunction with social age status differences, cultural change and cohort differences.
TL;DR: In this article, the authors analyzed time perspective and orientation towards the future of African schoolchildren from 1,060 compositions entitled "Future prospects of my life" and found that education and profession were the most important points of interest for both sexes.
Abstract: Time perspective and orientation towards the future of African schoolchildren was analyzed from 1,060 compositions entitled ‘Future prospects of my life’. 754 boys and 306 girls were in the sample, drawn from 11 schools, grades 5–12, in Liberia, West Africa. 12 main categories resulted from the technique of content analysis. ‘Education and profession’ and ‘founding one’s own family’ ranked first as most important points of interest for both sexes. The thematic structure of the orientation towards the future seems relatively independent on culture.