Describes three unique characteristics of adult thought: (1) an understanding of the relativistic nature of knowledge, (2) an acceptance of contradiction as a part of reality, and (3) an integrative approach to thinking. Analysis of the philosophical foundations of these characteristics is followed by critical examination of current studies of…

Outlines a life-span model which extends Piaget's theory of cognitive development to adulthood. (SS)

Proposes a three-level model of cognitive processing to account for complex monitoring when individuals are faced with ill-structured problems (i.e., problems on which opposing or contradictory evidence and opinion exists). (Author/RH)

Riegel's dialectic view of human development is used to sketch a model of instruction and to delineate some implications for teaching adults. This approach is compared and constrasted with contemporary humanistic and cognitive views on teaching. (Author/SS)

Uses Rousseau's "Emile" to explicate Kohlberg's characterization of moral development and to illuminate several theoretical problems in Kohlberg's cognitive-developmental account. Analysis supports contentions that Kohlberg's concept of morality is unduly narrow and suggests that his one-sidedly rationalistic approach exaggerates the…

Proposes a phase model describing the course of first pregnancy, while outlining an extended view of pregnancy as both a biological and psychosocial process. Four ideal phase types are distinguished: a disruption phase of radical change, an adaptation phase of readjustment, a centering phase focused on production, and a final phase of anticipation…

Reviews relativity theory in physics to derive a relativistic metatheory applicable to life span developmental psychology. The discussion points out ways in which relativistic thinking might enhance understanding of life span development and epistemology. (Author/DB)

Agrees with Levenson and Crumpler's critique of ontogenetic theories as overly stressing biological determinism. Disagrees with their proposal, in discussing sociogenic and liberative models, that social influences be confined to a weak determinism. Suggests that a problem for developmental theories is to understand ways of increasing individuals'…

Sees Levenson and Crumpler's liberative model as idealistic, and critiques apparently anti-materialistic implications of the model. Maintains that Levenson and Crumpler's suggestion that the goal of adult development is to free the individual from environmental and biological influences is bad science but constitutes a valuable sermon. (BC)

Highlights a changing, rather than static view, of the story of "Snow White" by interpreting the story's symbol of the mirror in three roles: guide, trap, and tool of wholeness. Suggests that these interpretations illustrate that developmental processes that entrap individuals may constitute necessary developmental steps and that gains…

Compares ontogenetic models, which stress development through a series of stages; sociogenic models, which stress the influence of social context on adult behavior; and liberative models. Liberative models do not treat adult development as entirely dependent on biological or social determinism, and do stress individuals' conscious efforts at…

Uses the story of "Snow White" to examine issues regarding self and midlife development, especially for women. Considers issues of beauty, image, power, generativity, intimacy, identity, and integration. Suggests that this story illustrates a major midlife task, that of coming to terms with earlier images of oneself in order to develop a…

Reconceptualizes Kohlberg's theory and research on moral stages in the light of recent criticisms. A proposed revision describes moral development in adulthood as existential rather than Piagetian and restricts moral judgment in the standard stage sense to childhood and adolescence. (Author/SS)

Discusses three research questions pertinent to person-perception research: (1) identification of dimensions employed by adults in the process of interpersonal perception; (2) developmental changes in the content of expectations; and (3) developmental changes in the role expectations play in influencing behavior. Discusses implicit personality…