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Labouvie-Vief, Gisela; Lawrence, Renee – Human Development, 1985
Discusses the logical discontinuity between object and personal knowledge. Proposes an extension of Piaget's subject-object equilibrium to a dialogic situation between an ego and an alter. Suggests that this structural model provides a scheme by which differences in adulthood between adaptive and maladaptive cognitive change can be clarified.…
Descriptors: Adolescents, Adults, Cognitive Development, Epistemology

Rowell, J.A. – Human Development, 1983
Argues that the status of the concept of equilibration is classified by considering Piagetian theory as a research program in the sense elaborated in 1974 by Lakatos. A pilot study was made to examine the precision and testability of equilibration in Piaget's 1977 model.(Author/RH)
Descriptors: Cognitive Development, Cognitive Processes, Cybernetics, Models

Van der Veer, R.; IJzendoorn, M. H. van – Human Development, 1985
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…
Descriptors: Cognitive Development, Cognitive Processes, Epistemology, History

Bullock, Merry – Human Development, 1985
Explores implications of two cognitive development perspectives for characterizing ontogeny of causal reasoning. Reviews literature on causal reasoning in the preschool years and concludes that the hypothesis of an invariant causal scheme is only partially correct. (Author/SO)
Descriptors: Age Differences, Cognitive Development, Developmental Stages, Literature Reviews

Murphy, John Michael; Gilligan, Carol – Human Development, 1980
Provides an alternative conception of postconventional moral development which fits existing data on late adolescent and adult moral judgment better than Kohlberg's higher stage descriptions. Data is from a longitudinal study of 26 undergraduates at Harvard. (Author/SS)
Descriptors: Adolescents, Adults, Cognitive Development, Developmental Stages

Broughton, J. M. – Human Development, 1981
Interviews with adolescents revealed that they have a complex "divided metaphysics" of subjectivity, based on a dualistic view of reality versus appearance. Certain conceptual methodological issues surrounding research into self identity are discussed. (Author/DB)
Descriptors: Adolescents, Alienation, Cognitive Development, Epistemology

Dobert, Rainer; Nunner-Winkler, Gertrud – Human Development, 1985
Discusses difficulties in measuring interpersonal understanding, ego development and moral development. Compares Loevinger's and Selman's theories, showing how cognitive and sociocognitive structures may be used to reconstruct many ego development test items. (NH)
Descriptors: Adolescents, Cognitive Development, Perspective Taking, Role Theory

King, P.M.; And Others – Human Development, 1983
Reports a two-year longitudinal study of 55 adolescents and young adults who were divided into three groups and given Reflective Judgment Interviews and the Concept Mastery Test to investigate sequentiality of reflective judgment stages. Results indicate support for seven hypothesized shifts in epistemic assumptions over time.(Author/RH)
Descriptors: Adolescents, Cognitive Development, Cognitive Processes, Developmental Stages

Barrouillet, Pierre; Poirier, Louise – Human Development, 1997
Outlines Piaget's late ideas on categories and morphisms and the impact of these ideas on the comprehension of the inclusion relationship and the solution of arithmetic problems. Reports a study in which fourth through sixth graders were given arithmetic problems involving two known quantities associated with changes rather than states. Identified…
Descriptors: Arithmetic, Classification, Cognitive Development, Developmental Stages

Nelson, Katherine; Plesa, Daniela; Henseler, Sarah – Human Development, 1998
Reconsiders interpretive and theory versions of children's theory of mind. Shows that many college students provide interpretive explanations on theory of mind tasks and that young children rely on background experientially-based knowledge to interpret such tasks. Argues that a logical-causal theory of human action based on mental states is a…
Descriptors: Attribution Theory, Cognitive Development, College Students, Experience

Basseches, M. – Human Development, 1980
A dialectical schemata framework was used to interpret, code, and compare 27 interviews on the nature of education with freshmen, seniors and faculty members at a small, highly selective liberal arts college in order to provide a description of the organization of dialectical thinking and its presence in mature thought. (Author/DB)
Descriptors: Abstract Reasoning, Adult Development, Age Differences, Cognitive Development

Boswell, D. A. – Human Development, 1979
Investigates differences between adolescents and older adults in their explanations of linguistic metaphors. Adults displayed a synthesizing, integrative perspective, while adolescents displayed an analytic perspective in their explanation of metaphors. (Author/SS)
Descriptors: Adult Development, Age Differences, Cognitive Development, Cognitive Processes

Witkin, Herman A. – Human Development, 1979
Summarizes the theory of psychological differentiation and reviews recent cross-cultural research on the roles of child rearing, culture, and ecology in the development of individual, group, and sex differences in the field dependence-field independence cognitive style component of psychological differentiation. (SS)
Descriptors: Child Rearing, Cognitive Development, Cognitive Style, Cross Cultural Studies

Denney, N. W.; And Others – Human Development, 1979
Investigates the effect of various strategy-modeling techniques on the performance of both young children and elderly adults on the 20 Question Task. (Author/MP)
Descriptors: Age Differences, Cognitive Development, Elementary School Students, Older Adults

Gordon, Debra E. – Human Development, 1993
Describes four kinds of pretend play inhibition observed in children from three to nine years of age. Proposes hypotheses regarding potential causes and developmental sequelae of pretend play difficulties, in both cognitive and socioaffective realms. Discusses the implications of children's pretend play inhibition for examining relationships…
Descriptors: Affective Behavior, Behavior Problems, Case Studies, Child Development
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