Showing papers in "Human Development in 1987"
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TL;DR: In this paper, a developmental course along which young persons commonly are led to question their own standards of belief entitlement is discussed. But the authors do not discuss the role of a counter-example.
Abstract: The purpose of this essay is to explicate a developmental course along which young persons commonly are led to question their own standards of belief entitlement. Utilizing as a source model a counter
120 citations
TL;DR: Fodor has argued against developmental psychology and argued that most concepts are innate, that little of importance can be learned, and that stage development cannot occur as discussed by the authors. But Fodor considers mental
Abstract: Fodor has argued against developmental psychology. He contends that most concepts are innate, that little of importance can be learned, and that stage development cannot occur. Fodor considers mental
81 citations
TL;DR: In this paper, the authors use the clinical interview method as an alternative research tool to standardized testing procedures, but they raise questions about the type of analysis applicable when using this technique.
Abstract: Interest in the clinical interview method as an alternative research tool to standardized testing procedures raises questions about the type of analysis applicable when using this technique. Hermeneut
51 citations
TL;DR: The notion of logical necessity is central to Piagetian theory and it is held that an understanding of the necessary nature of each is the criterion of true transitivity, deduction, and conservati as discussed by the authors.
Abstract: The notion of logical necessity is central to Piagetian theory because it is held that an understanding of the necessary nature of each is the criterion of true transitivity, deduction, and conservati
42 citations
TL;DR: The authors hypothesize the existence of rudimentary and more developed forms of relating to each other 2 "theories" (A and B) for the explanation of a scientific-technical, social, philosophical, or religious contingency, forms that at the highest levels may extend cognition beyond Piagetian formal operations.
Abstract: We hypothesize the existence of rudimentary and more developed forms of relating to each other 2 ‘theories’ (A and B) for the explanation of a scientific-technical, social, philosophical, or religious contingency, forms that at the highest levels may extend cognition beyond Piagetian formal operations. The development of this ‘thinking in terms of complementarity’ is demonstrated. From the patterns of the 216 responses of 24 subjects aged 6–25 years to 9 problems with 2 explanations each, a developmental trend is proposed, characterized by four levels. At level I, either A or B is usually chosen; at level IV, A and B are consciously connected and their relationship is explained. An analysis of variance revealed a significant main effect for age group (p
36 citations
TL;DR: The content analysis scales of psychosocial maturity (CASPM) as discussed by the authors were applied to transcripts of oral communications from samples of seven age cohorts, with the total sample of 813 having an age range of 6-86 years.
Abstract: A sociophenomenological approach to psychological development across the life span, complementing that of Erikson, was tested in this study. The Content Analysis Scales of Psychosocial Maturity (CASPM) were applied to transcripts of oral communications from samples of seven age cohorts. The total sample of 813 had an age range of 6–86 years, with the sexes equally represented. CASPM used content analysis to identify eight pairs of positive and negative constructs used by the research participants. Although the content analysis was of responses to an open-ended request, the resulting measures were standardized. Tests of the significance of differences in the types of constructs used by different age cohorts were initially carried out with two subsamples: a white Australian subsample with the full age range, and a black American subsample consisting only of children and adolescents. For both subsamples and for both positive and negative constructs the age factor proved significant (with MANOVA, each p
30 citations
TL;DR: In this paper, the cross-cultural generality of Kohlberg's stages of moral development in India was investigated and a sample of 112 males and females between 11 and 50-plus years was drawn from an urban middle-
Abstract: This study investigated the cross-cultural generality of Kohlberg’s stages of moral development in India. A sample of 112 males and females between 11 and 50-plus years was drawn from an urban middle-
29 citations
TL;DR: In this paper, the authors examine some of the ways in which sociohistorical contexts influence the formulation of issues in developmental psychology, and examine social, political, and historical forces when trying to understand the discipline.
Abstract: This article examines some of the ways in which sociohistorical contexts influence the formulation of issues in developmental psychology. It is essential to examine social, political, and historical forces when trying to understand the discipline. Two examples are provided, the first having to do with child care and the origins of developmental psychology in the USA, the second having to do with formal schooling and the Vygotskian approach to developmental psychology in the USSR. Both these cases may be viewed as part of the general problem of how nation-building is related to the formulation of issues in social science.
26 citations
TL;DR: In a recent review as mentioned in this paper, Braine and Rumain conclude that neither of the two available available models of formal operations is suitable for formal operations, since it is unclear how Piaget's logic should be understood.
Abstract: Piaget’s logical model of formal operations is problematic since it is unclear how Piaget’s logic should be understood. In a recent review, Braine and Rumain conclude that neither of the two available
20 citations
TL;DR: In this article, the authors' self-appraisals of change and sameness reported by autobiographers as they compare their present self with retrospective selves mostly drawn from their distant past.
Abstract: Comprehensive autobiographies of middle-aged and older individuals are probed for self-presentations of both the authors’ subjective sense of continuity and change of self and their views about the course of development of the self. Compared with nomothetic data on these two major components of personal theories about the life-span development of self, the autobiographical data provide an especially rich source of information about the complexity and psychological centrality of self-perceptions characterizing such theories. These features are clearly evident in the fusion of self-appraisals of change and sameness reported by autobiographers as they compare their present self with retrospective selves mostly drawn from their distant past. The autobiographers’ self-presentations suggest that adults seem to be distinctly impressed by the powerful impact of chance encounters and events on their subsequent development. Furthermore, the progress they have made toward actualizing the ‘true’ self stands out as a major criterion in the autobiographers’ overall evaluation of the course of development of the self.
19 citations
TL;DR: In this article, various factors in the field of human development become controversial in recent decades are explored within the confines of three distinct ages of American culture, defined as those of child welfare (1870-1920), child development (1920-1950), and human development (since 1950).
Abstract: Why has the field of human development become so controversial in recent decades? Various factors in the science’s history since the 1870s are explored within the confines of three distinct ages of American culture For human development’s history, these ages are defined as those of child welfare (1870–1920), child development (1920–1950), and human development (since 1950) Each age had its own distinctive world view Those of the first two ages, which assumed no individual could develop apart from a group in the social taxonomy, tended to make issues of individual and group development only occasionally controversial The world view of our own age, dispensing entirely with such prior notions of historical determinism, encourages debate, discussion, and controversy far beyond the science’s setting
TL;DR: The issue is discussed whether or not parental attribution of intentions to infants is a pretense and if it is meant to be a questionWhether or not the infant has the s.
Abstract: The issue is discussed whether or not parental attribution of intentions to infants is a pretense. This issue cannot be investigated if it is meant to be a question whether or not the infant has the s
TL;DR: In this article, a method for analyzing the structure of developmental theories is presented, based on a generative approach, trying to make explicit the underlying "grammar" of a theory, which is illustrated by the theories of Piaget, Erikson, Jakobson, and Gal'perin.
Abstract: A new method for analyzing the structure of developmental theories is presented. The method, based on a generative approach, tries to make explicit the underlying ‘grammar’ of a theory. Two aspects of the grammar are discussed: first, the rules for generating state and sequence descriptions; second, the rules for generating transition descriptions. The state and sequence rules are divided into a retrospective and a prospective type. The latter distinction corresponds with two general families of developmental theories. The method is illustrated by the theories of Piaget, Erikson, Jakobson, and Gal’perin.
TL;DR: In this article, a functional distinction between five types of object substitution is proposed, with a focus on the relationship between social imitation by toddler peers and the production of object substitutions.
Abstract: A theoretical reappraisal of the meaning of object substitution in the development of children’s representational abilities is suggested, and a functional distinction between five types of object substitution is proposed, with a focus on the relationship between social imitation by toddler peers and the production of object substitution. Sixty-one acts of object substitution exhibited by children aged from 18 to 32 months during pretend play with objects in an interactive setting with peers were identified. The emergence of object substitution acts in the process of pretend play activities and the function they serve in this process were analyzed.
TL;DR: In this paper, an analysis of the underlying structure of Gal'perin's model of the formation of mental acts is presented, based on a generative method developed by van Geert in 1987.
Abstract: An analysis of the underlying structure of Gal’perin’s model of the formation of mental acts is presented, based on a generative method developed by van Geert in 1987. First, an overview of Gal’perin’s five-stage model is given. Then, two analyses of the underlying state and sequence rules are presented, one according to a prospective, another according to a retrospective strategy. It is concluded that a retrospective strategy yields the best result. It is argued that the five-stage model should be viewed as a particular transformation of an underlying model of four main stages, each including four substages. Finally, an analysis of the transition rules is given. It includes a model of transitions and process components and a model of a transition topology. The topology is a structure of overlapping domains. The particular form of the overlap accounts for the stepwise and controlled character of the formation of a mental act.
TL;DR: In this paper, an analysis of Erikson's developmental model of the eight ages is presented, based on a generative rule approach to developmental theories, and a set of rules are used to generate descriptions of the Eriksson model.
Abstract: An analysis of Erikson’s developmental model of the eight ages is presented, based on a generative rule approach to developmental theories. First, a set of rules generating descriptions of the Erikson
TL;DR: In this article, a study was carried out to provide more detailed information concerning the nature and timing of the crystallization process of differential developmental trajectories reflected in prototypical life history patterns, and it was found that movement along a given trajectory could be determined by late adolescence.
Abstract: Work by Mumford and Owens in 1984 suggested that the differential developmental trajectories reflected in prototypical life history patterns first emerge with the crystallization of a cohesive pattern of choice behavior. The present study was carried out to provide more detailed information concerning the nature and timing of this crystallization process. Initially, background information was obtained describing the life history of 417 men and 358 women at four points in their lives between age 18 and 30. Subsequently, 15 male and 17 female composite prototypes reflecting patterns of differential development across three of these periods were obtained along with a series of factorial dimensions capable of summarizing differential behavior and experiences within each period. When the ability of these within-period dimensions to discriminate membership in the composite prototypes was examined, it was found that movement along a given trajectory could be determined by late adolescence. However, it was also found that certain kinds of prior experiences tended to postpone crystallization while certain later experiences led to changes in crystallized patterns. The implications of these observations for understanding individual development were then considered.
TL;DR: This article explored a striking correspondence between conservative, liberal, and egalitarian political attitudes and the three upper stages in Kohlberg's schema of moral development, and found that the three stages correspond to the three main stages of a moral development process.
Abstract: This discussion explores a striking correspondence between conservative, liberal, and egalitarian political attitudes and the three upper stages in Kohlberg’s schema of moral development In the conte
TL;DR: Two interpretations of Piaget's account of the infant's Copernican revolution are reviewed in this paper, under the Absence interpretation, which is shown to be implicated in the translation of the two studies of i
Abstract: Two interpretations of Piaget’s account of the infant’s Copernican revolution are reviewed. Under the Absence interpretation, which is shown to be implicated in the translation of the two studies of i
TL;DR: The importance of rules in moral development in children was emphasized by Kohlberg as discussed by the authors, who argued that rules are socially constructed through the performative use of language and that children learn rules at given levels of development but never abandon them.
Abstract: Kohlberg’s position on moral development in children underestimates the importance of rules in Piaget’s work on the subject. Yet Piaget’s constructivism, taken over by Kohlberg, depends on the rule element, which can be strengthened by considering the properties of different types of rules and their relation to the developmental sequence. Rules are socially constructed through the performative use of language. Distinctive categories of rules dependent on three basic types of speech acts – instruction rules, directive rules, and commitment rules – call for responses children learn only at given levels of development but never abandon. These types are accompanied by characteristic structures through which compliance with rules of that type is elicited. All cultures mix rule types and correlative responses in different proportions. Although any culture’s mix is subject to change, no developmental logic is implied.
TL;DR: This article presented a new synthesis of Piaget's psychological and epistemological theory and Freud's psychoanalytical metapsychology, which view the individual as an open system, threatened by exterior
Abstract: This essay presents a new synthesis of Piaget’s psychological and epistemological theory and Freud’s psychoanalytical metapsychology. Both view the individual as an open system, threatened by exterior
TL;DR: The authors examines those choices that come to be identified as posing dilemmas, and characteristics of dilemma are presented p. The essay examines those actions in life that require choices, given the array of potential behaviors.
Abstract: Given the array of potential behaviors, all actions in life require choices. The essay examines those choices that come to be identified as posing dilemmas. Characteristics of dilemmas are presented p
TL;DR: The claim by Wertsch and Youniss as discussed by the authors that Vygotsky's developmental psychology could best be explained as a response to the social task of nation building is examined.
Abstract: The claim by Wertsch and Youniss [1987] that Vygotsky’s developmental psychology could best be explained as a response to the social task of nation building is examined. It is argued that the Soviet e
TL;DR: This paper reported a small study of moral reasoning by boys aged 9 and 10 years, illustrating how maturity of thought may vary with context and support the view that concern for context and sensitivity to personal moral experiences are not peculiar to a final adult stage of a unidimensional structure, but manifest in childhood forms, which relate dialectically to the adult forms.
Abstract: This article reports a small study of moral reasoning by boys aged 9 and 10 years, illustrating how maturity of thought may vary with context. It supports the view that concern for context and sensitivity to personal moral experiences are not peculiar to a final adult stage of a unidimensional structure, but manifest in childhood forms, which relate dialectically to the adult forms. It is suggested that Kohlberg’s work may have obscured the potential of Piaget’s early theory in this respect, but also that Piaget may have underestimated the purely conventional nature of aspects of cooperation and reciprocity. The significant influence of peer-group relationships on the development of sensitive moral thought may be quite disstinct from their much-discussed contribution to the social construction of justice reasoning.