Longitudinal studies have steadily grown in popularity across the educational and behavioral sciences, particularly with the increased availability of technological devices that allow the easy collection of repeated measures on multiple dimensions of substantive relevance. This article discusses a procedure that can be used to evaluate population…

This article analyzes the effortful control of automatic processing related to social and emotional behavior, including control over evolved modules designed to solve problems of survival and reproduction that were recurrent over evolutionary time. The inputs to effortful control mechanisms include a wide range of nonrecurrent…

This article focuses on the need of meaningful experiences to children's individual differences. The degree to which one can tailor experiences to each child's unique qualities increases the likelihood that the child will grow up physically, intellectually, and emotionally healthy and thus able to meet the expectations of family and society. This…

Fluctuations in cognitive task performance in older individuals have been reported. To examine intraindividual variability as a function of practice, 34 younger and 34 older female participants, aged 20-30 years and 70-82 years, respectively, performed a reading span task 16 times over four sessions. Each individual's recall accuracy was analyzed…

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 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)