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…

Studying human development involves describing, explaining, and optimizing intraindividual change and interindividual differences in such change and, as such, requires longitudinal research. The selection of the appropriate type of longitudinal design requires selecting the option that best addresses the theoretical questions asked about…

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…

Examines formal problems in developmental theory of continuity and change, including the question of contradiction in transformation, the fate of early experience in subsequent growth, the distinction between contradiction and ambivalence, and the psychic reality of regression and reorganization. (Author/RH)

Discusses ontogeny and phylogeny in Piaget's work, differences between Piagetian (constructivist) and Darwinian (selectionist) approaches, and problems associated with transposing conceptual systems from one field to another. (RH)

Reviews papers presented at the Eighth West Virginia University Biennial Conference on Life-Span Development, which was intended to explore historical and generational (cohort) effects in life-span development.(Author/RH)

Maintains that Settersten's article (PS 528 646) elucidates the way in which American selfhood is formed, challenged, and maintained. Focuses on how survey research aids in examining questions regarding the meaning of age norms for individuals. Notes strengths and limitations of survey research and suggests that age salience may be an aspect of…

Argues that linguistic communication allows the incorporation of individual, microsociological, and macrosociological levels of analysis into a general theory of action. (RH)

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…

Reviews "Rethinking Innateness: A Connectionist Perspective on Development" by Elman and others (1996). Maintains that the authors argue forcefully that the nature-nurture conflict is a false dichotomy and that they present convincing existence on the possibility of qualitative change. Argues that the authors do not succeed in proposing…

The philosophies underlying the learning and structural theories used in psychology are described in this article. It is argued that a dialectical view provides some ways to breach the chasm between learning theory and the study of human development. (Author/DB)

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…

Notes that Nelson, Plesa, and Henseler's (1998) article addresses the issues of where social cognitive knowledge comes from, what form it takes, and whether "theory of mind" is an appropriate description of the social cognitive enterprise. Argues that researchers ought to get beyond the "theory" issue, and focus on the sources…