The goal of this paper is to contribute to the revival of Heinz Werner's organismic-developmental theory by considering some of its key claims in relation to contemporary developmental theory and research. The organismic-developmental definition of development in terms of differentiation and integration is first discussed in relation to…

The dynamic systems perspective has been touted as an integrative metatheoretical framework for the study of stability and change in development. However, two dynamic systems camps exist with respect to the role higher-order form, once emergent, plays in the process of development. This paper evaluates these two camps in terms of the overarching…

This article focuses on the common and unique contributions of three major life-span theories in addressing improvement/maintenance and reorientation, which represent central processes of coping with major life change and loss. For this purpose, we review and compare the dual-process model of assimilative and accommodative coping, the model of…

Attempts to clarify the concept of a whole, distinguishes different types of holism (methodological and metaphysical), and explicates what is believed to be the real underlying issues separating holism and atomism. (MP)

An analysis of views of early socialization and sociogenetic theorists will provide a foundation for regarding internalization as a process involving transformations of semiotic material imported from the social world into personally constructed subjective experience. Argues that researchers embracing the sociogenetic tradition should make…

Agrees with the distinction, made by Lawrence and Valsiner in the previous article, between theoretical approaches concerning internalization that view internalization as cultural transmission and internalization as constructive transformation. Concurs with criticisms of these approaches, and questions the need for the notion of internalization in…

Reviews Thelen and Smith's book and its account of "how knowing develops from doing." Concentrates on the nature of dynamic systems. (DR)

Comments on van Geert's mathematical model of Vygotsky's zone of proximal development, in this issue. Supports van Geert's use of a nonlinear model, noting that linear statistical models overlook variability in psychological phenomena. Discusses the time asymmetry in van Geert's model, which does not account for a subject's "developmental…

Explains the place of learning in human development from the perspective developmental contextualism, where development involves changing relations between the developing person and his or her changing context. Demonstrates that learning is no more nor less important than other focal functions at a given level; any impact is through being part of…

Notes contemporary models of human development have expanded to address a wider set of issues underlying personal change. Discusses the social cognitive model of self-regulatory development. Emphasizes the crucial development of self-regulatory competence: the point at which the processes of development become fully and reciprocally interactive…

Argues that the limited resources with which organisms start their development make possible certain kinds of learning which otherwise would be highly problematical. Discusses limitations of the cognitive structure of the organism, learning, and its problems in connectionism. Maintains that the knowledge gained from efforts to overcome problems…

Comments on Raftopoulos article (PS 528 649) on facilitative effect of cognitive limitation in development and connectionist models. Argues that the use of neural networks within an "Artificial Life" perspective can more effectively contribute to the study of the role of cognitive limitations in development and their genetic basis than…

Identifies a new urgency to the struggle over the emphasis of U.S. developmental psychology. Suggestions for developmental psychologists include: recruiting diverse and empathic students; broadening the curriculum and incorporating multicultural education; implementing senior faculty development programs; transforming developmental theory to…

Recognizes some of the limitations of the field of behavioral genetics, but argues that the methods employed in multivariate behavior genetics and developmental behavior genetics have become the dominant paradigms in the field. (MDM)

Supports Gottlieb's conclusion that developmental behavior genetics is unsuitable for analyzing developmental coactional processes because it does not concern itself with mechanisms through which genotypes are transformed into phenotypes. But maintains that modern behavior genetics provides an indispensable tool to analyze nonlinear epigenetic…