Older interlocutors are more likely than younger ones to make pragmatic inferences, that is, inferences that go beyond the linguistically encoded meaning of a sentence. Here we ask whether pragmatic development is associated with increased activity in brain structures associated with inference-making or in those associated with Theory of Mind. We…

The argument of this paper focuses on the relationship between cognitive structures and structures of interaction. It contends that there is still a place in moral development theory and research for a concept of moral stages. The thesis, in short, is that moral stages are not structures of thought. They are structures of action encoded in…

This paper examines the category-theoretic formulation of cognitive development introduced by Piaget in the late 1960's and elaborated during the 1970's. The new theory is interpreted as the focal point of Piaget's investigations into topics such as function, correspondences, and commutability. Hypotheses arising from Piaget's new model were…

Suggests that Kuhn's study reported in this issue (PS 524 345) offers insight into how people make casual inferences, and raises important questions about these processes. (JW)

Responds that questions of study by Kuhn and others (PS 524 345) in this issue were motivated by concerns about the role of scientific thinking in general thinking, not in development of scientific reasoning. Study was meant to increase understanding of role of strategies in development, not provide definitive explanation of how strategies fit…

Comments on Lewis's ideas about reconciling stage and specificity in neo-Piagetian theory in this issue. Focuses on whether general stages, domain specificity, and individual diversity are compatible from a nonlinear, dynamic perspective. Suggests that, by using catastrophe theory, intra- and interindividual diversity and domain specificity can be…

The purpose of this paper is to familiarize readers with Vygotsky's theory on verbal regulation of thinking skills, to describe related research and applications of the theory, and to explore its relevance for researchers, parents, and educators. (MT)

Used a microgenetic method to examine knowledge acquisition as a process by coordinating existing theories with new evidence. Subjects were 17 community college students (ages 22-47) and 15 fourth graders. Assessed knowledge acquisition in problem solving in both physical and social domains. Found multiple strategies for, and varying levels of,…

To resolve tension between general stages and conceptual specificity in neo-Piagetian theory, R. Case introduced the idea of central conceptual structures. To resolve difficulties of separating developmental level and conceptual diversity, this article reconceptualizes central conceptual structures as self-organizing systems that stabilize in…

Comments on Lewis's ideas about reconciling stage and specificity in neo-Piagetian theory in this issue. Summarizes R. Case's central conceptual structure and its relation to other neo-Piagetian theories. Notes similarities between Lewis and Piaget, suggesting that differences adhere to a limited number of general laws instead of being…

The application of Piagetian theory to educational practices encounters a series of major difficulties. The main focus of this paper is on the notion of general stages, which has been under attack in numerous studies. Organized in four parts, the paper: (1) discusses the problem of the existence of general stages and of a developmental…

Argues that Bartsch and Wellman are successful in analyzing natural language to understand the emergence and development of a theory of mind in everyday social interaction. Discusses their delineation of the transition from a focus on desire to a concept of belief, and describes their views on contextual and cultural variables in theory of mind…

Suggests study by Kuhn and others (PS 524 345) is too ambitious and that the processes described are not wholly representative of developmental stages. Argues the methodology of study was progressive problem solving, and that experimenter's questions resulted in contrived stages. (JW)

Presented is an alternative method for analyzing the van Hiele level of students' geometrical reasoning. The accuracy of students' answers may afford a description of acquisition and/or expertise for each of the van Hiele levels simultaneously rather than the traditional assignment and evaluation of one level at a time. (JJK)

The developmental stages of writing can be related to Jean Piaget's final three stages of development (preoperational, concrete operational, and formal operational) and to the narrative, descriptive, explanative, analytical, and artistic rhetorical modes. As the child enters kindergarten or the first grade, narrative blooms. By this age most young…