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Downing-Wilson, Deborah; Pelaprat, Etienne; Rosero, Ivan; Vadeboncoeur, Jennifer; Packer, Martin; Cole, Michael – Developmental Science, 2013
The authors share the belief that there is great potential for developmental science in bringing the ideas of Niche Construction Theory (NCT), as developed in evolutionary biology, into conversation with Vygotskian-inspired theories such as cultural-historical and activity theories, distributed cognition, and embodied cognition, although from…
Descriptors: Developmental Psychology, Cultural Context, Fundamental Concepts, Individual Development
Gauvain, Mary – Developmental Science, 2013
For over 50 years, developmental psychologists have conducted research around the world to understand the relation between culture and cognition. In fact, psychologists have been interested in this topic for over a century. In the late 1800s, Wundt introduced "Elements of Folk Psychology," the study of how culture becomes part of higher…
Descriptors: Developmental Psychology, Inquiry, Cultural Context, Intellectual History

Edelstein, Wolfgang – Human Development, 1996
Responds to Noam's (PS 524 984) and Cicchetti's (PS 524 985) articles in this issue. Suggests that researchers should turn to the coactions of the internal and the external constraints on development that codetermine performance. States the position that cognitive developmental theory, when sensitized to intra- and interindividual differences,…
Descriptors: At Risk Persons, Cognitive Development, Individual Development, Youth
Beilin, Harry – 1989
When Piaget ascribed the origin of knowledge to action, he distanced his theory from most other theories of the origins of mind. As a result, Piaget's conception of mental action has been quite controversial. Piaget's recent, functionalist revisions emphasize procedures and their role in the development of structures. In the new view, structures…
Descriptors: Cognitive Development, Cognitive Structures, Individual Development, Logic

Chinen, Allan B. – Human Development, 1984
Concepts from the logic of modalities are applied to the life cycle to elaborate a new theory of adult and late-life development. Four logical modalities are described, each cognitively and emotionally governing discrete periods of life. It is hypothesized that optimal development in adult life includes explicit awareness of these modalities. (RH)
Descriptors: Adults, Aging (Individuals), Cognitive Development, Individual Development

Bartoli, Jill Sunday – Journal of Learning Disabilities, 1990
The article discusses aspects of the definition of "learning disabilities". The process of learning is discussed including such themes as social interaction, personal reflection and response, integration, transformation/growth, and ecological wholeness, balance, and fit. Encouraged is a nonproblematic definition of learning disabilities. (DB)
Descriptors: Cognitive Development, Definitions, Individual Development, Learning Disabilities

Lerner, Richard M. – Developmental Psychology, 1990
Developmental contextualism focuses on changes in fused relations between developing people and their changing contexts. Research on cognitive training in the aged years provides evidence about plasticity throughout life because it alters developmental trajectories through revised person-context relations. The studies in the current issue support…
Descriptors: Cognitive Development, Individual Development, Individual Differences, Older Adults

Wertsch, J. V.; Lee, B. – Human Development, 1984
Argues that linguistic communication allows the incorporation of individual, microsociological, and macrosociological levels of analysis into a general theory of action. (RH)
Descriptors: Cognitive Development, Communication (Thought Transfer), Individual Development, Social Influences

van Geer, Paul – Human Development, 1996
Reviews Thelen and Smith's book and its account of "how knowing develops from doing." Concentrates on the nature of dynamic systems. (DR)
Descriptors: Cognitive Development, Cognitive Structures, Developmental Psychology, Individual Development

Barnett, Douglas; Ratner, Hilary Horn – Journal of Experimental Child Psychology, 1997
Describes psychological approaches to study of cognition and emotion, identifies issues that may provide direction to understanding the organization and integration of cognition and emotion in development. Maintains that an integrative model for the study of "cogmotion" is needed, suggesting that cogmotion research will contribute to the exchange…
Descriptors: Child Development, Children, Cognitive Development, Emotional Development

Cole, Michael; Wertsch, James V. – Human Development, 1996
Examines the role attributed to cultural mediation in Piaget's and Vygotsky's theories. Mediation of human action by cultural artifacts was central to Vygotsky's account of human development, but less important for Piaget. Vygotsky's claims regarding social origins of individual mental processes need to be understood in light of claims regarding…
Descriptors: Cognitive Development, Cultural Awareness, Culture, Individual Development

Beilin, Harry – Human Development, 1996
Piaget's theory has been characterized as descriptive and not explanatory, not qualifying as causal explanation. Piaget was consistent in showing how his theory was both explanatory and causal. Vygotsky also endorsed causal-genetic explanation but, on the basis of knowledge of only Piaget's earliest works, he claimed that Piaget's theory was not…
Descriptors: Cognitive Development, Criticism, Epistemology, Hermeneutics

Shavinina, Larisa V. – Gifted Child Quarterly, 1999
Examination of the child prodigy phenomenon suggests it is a result of extremely accelerated mental development during sensitive periods that leads to the rapid growth of a child's cognitive resources and their construction into specific exceptional achievements. (Author/DB)
Descriptors: Child Development, Children, Cognitive Development, Developmental Stages
Ogletree, Earl J. – 1986
Relationships between motor and speech development and between speech and cognitive development are considered. Discussion first focuses on issues of motility, speech, and cognition. Brief descriptions of Steiner's postulated six additional senses--of warmth, movement, life, speech or word, thought, and ego--are provided as preparation to the…
Descriptors: Cognitive Development, Individual Development, Models, Motor Development

Woodhouse, Howard – Journal of Educational Thought, 1983
Analyzes and considers two problems in Bertrand Russell's account of growth. Examines the principles of freedom and reverence which Russell believed best enhanced free growth. Shows that, while Russell's theory of growth is imprecise compared to those of Dewey and Whitehead, it incorporates a humanistic conception of the individual. (DAB)
Descriptors: Cognitive Development, Educational Theories, Humanistic Education, Individual Development