Many current psychological models of reasoning minimize the role of deductive processes in human thought. In the present paper, we argue that deduction is an important part of ordinary cognition and we propose that a dual systems Competence [image omitted] Procedural processing model conceptualized within relational developmental systems theory…

Drawing developmental predictions from dual-process theories is more complex than is commonly realized. Overly simplified predictions drawn from such models may lead to premature rejection of the dual process approach as one of many tools for understanding cognitive development. Misleading predictions can be avoided by paying attention to several…

Over the past three decades impressive progress has been made in documenting the development of encoding, storage, and retrieval processes in preverbal infants and children. This literature includes an extensive and diverse database as well as theoretical conjecture about the underlying processes that drive early memory development. A selective…

Argues that causal understanding is a developmental primitive: children develop core concepts of causality at a very early age, causality plays a necessary role in subsequent development across many domains, and basic causal processes can be activated automatically or implicitly. (HTH)

Addresses how existing theories of implicit cognition may contribute to the understanding of spelling development. Reviews adult literature on implicit memory and implicit learning that may be applied to spelling development. Presents a multilevel model of representational redescription from which to investigate the interrelation of implicit and…

Used latent class analysis to test statistically Siegler's rule assessment methodology, the number of rules needed to fit a set of data. Found that rules can be identified, that some are different from those proposed by Siegler, the correct rule is not acquired by subjects, and that the rules in the transitional period are difficult to identify.…

Provides a basis from which to critically examine contemporary identity research, by offering a definition of identity, a constructive criticism of the subject approach, and an empirical approach to studying sense of identity. The empirical approach is based on conceptually sound ideas and leads to important questions about identity modes and the…

Responds to Mandler's critique of authors' view of infant categorization. Maintains that their view of infant categorization is not characterized by a shift from one type of category to another but by gradual changes in the kinds of information infants can use in forming categories. Clarifies position regarding a single categorical process using…

Responds to calls for combining the ideas of Piaget and Vygotsky, discussing differences between the two perspectives. Notes that differences are found in underlying assumptions about the nature and process of development, philosophy, stages of development, developmental influences, and the integrity of cognitive structures. Suggests that, given…

Addresses the extent to which differences in Piagetian and Vygotskyan psychologies make their theories incompatible. Differences result from a Vygotskyan belief in a material primary cause for development; Piagetians do not hold this view. Explores this difference in perspective, concluding that, despite it, the two approaches are compatible. (JW)

Suggests a model for the development of mental representation. Explores empiricist and constructivist models and maintains that the constructivist model provides a better ground for theory building. Evaluates Piaget's constructivist account of the emergence of mental representation. Proposes that his account is insufficient and suggests a…

When asked to recall their earliest personal memories, most children and adults have virtually no recollection of their infancy or early childhood. This phenomenon is commonly referred to as childhood amnesia. The fate of our earliest memories has puzzled psychologists for over 50 years, particularly in light of the importance of early experience…

Argues that reasoning is not governed by mental logic or models. Proposes new operational semantic theory, in which reasoning is based on children's operational understanding of key terms in a given problem. Reports results of a study of class inclusion in which dramatic differences in performance were found as the result of linguistic context.…

Demonstrates the need for a process-oriented, constructivist approach to understanding infants' categorization abilities. Suggests that emphasizing the distinction between perceptual and conceptual categorization has been an obstacle to forging an approach. Proposes a more microanalytic consideration of features available to infants at different…

Presents a framework within which to organize and synthesize existing knowledge about children's understanding of the mental states of imagination, pretense, and dreams. Concludes that by the age of three, children understand important fundamental aspects of the mental nature, origin, and truth-relation of fictional mental states, but that their…