Almost half of the US public rejects the idea that humans originated via evolution rather than by supernatural design. Moreover, studies demonstrate that even biology teachers have difficulty teaching their students about evolution, often including creationist explanations as well. A typical response to such findings is the argument that greater…

Comments on the article by Parker in this issue. Reviews Parker's discussion of imitation and circular reactions, and discusses the application of Darwin's ideas about evolution to the study of the development of individuals' awareness of the world and the mind. Considers the role of blind trial and error and of selection in evolution. (BC)

The correlation between ontogeny and phylogeny is analyzed through the discussion of four theories on the reality, history, epigenetic, and ecological aspects of the mechanism of evolution. Also discussed are historical and creative aspects of evolution and three epigenetic mechanisms instantiated in the case of the amphibian embryo. (Author/RH)

Elaborates some of the ideas of Baldwin and Piaget concerning the self-teaching functions of circular reactions, or self-induced repetition of particular schemes, and imitation. Argues that these functions are means for cognitive constructions. Discusses the evolution of imitation and circular reactions in primates. (BC)

Argues that ontogenetic and phylogenetic theories are related and that such a coupling can be established only in reference to a metatheory. The metatheory is construed in terms of a combination of logical coherence and requirements necessary for generalization as well as comprehensive, philosophical representations of living beings (e.g.,…

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)

Argues for unifying the conceptual frameworks of theories of evolution so that problems and their solutions in one theory may be transposed and explored in the others. The argument is used to reconsider the mutationist and Darwinian theories of evolution in the light of Piaget's nonstandard theory of evolution. (Author/RH)

Comments on the potential importance for developmental theory of recent advances in the thermodynamics of "self-organizing" systems by Ilya Prigogine and the Brussels School. Implications of the concepts of classical and modern thermodynamics of structural development for an understanding of psychological evolution and development are…

Discusses the role of play in development from both cultural-evolutionary and ontogenetic-historical perspectives. These perspectives illuminate how play and imitation are important for the developing individual who is seen as influencing a changing cultural environment. (Author/RH)

An argument is presented showing that the postulation of psychological capabilities that are jointly necessary to and specific to other capabilities involves strong theoretical commitments that have not generally been recognized. Examples are drawn from language development and evolution. (SS)

Discusses the conditions for validating customary phylogenetic procedures. Concludes that the requisites of homogeneity and completeness for proved short lineages seem satisfied by the Hennigian but not the Haeckelian procedure. The epistemological antinomy of the two procedures is emphasized for the first time. (Author/RH)

Maintains that "Individual Development and Evolution: The Genesis of Novel Behavior" (Gilbert Gottlieb) is one of the most creative, integrative, and important works in the field of developmental comparative science. Gottlieb's work has provided scientific basis for the concept that developmental systems, and not genetic reductionism, is the only…

Reed believes the proper study of psychology is not mind or stimulus-response phenomena but ways animals (including humans) encounter the world. In this view, animals are seen in environmental and evolutionary contexts; a fundamental concept is not mind or behavior but affordance or what environments offer animals; and new topics, such as…

Focuses on some apparently evolved features of human adolescence and their possible functions, including the pubertal growth spurt, sexual size dimorphism and bimaturism, the greater aggressiveness of males, heightened concern with one's social standing and the factors affecting it, intergenerational friction, same-sex aggregations and solidarity,…

Comments on an earlier paper by Lerner and von Eye on sociobiology and human development; general theory in science, especially evolutionary theory; adaptation and behavior plasticity; and modern behavior genetics. Examines assertion that "heritability says nothing about the extent to which a trait is commonly inherited." Discusses…