Outlines a life-span model which extends Piaget's theory of cognitive development to adulthood. (SS)

Develops a model of "knowing" and discusses the implications of this model for an understanding of the nature of developmental stages. (BD)

Evaluates the differing perspectives of Kohlberg and Turiel on moral reasoning. Both perspectives use stage displacement models to depict moral development and assume that as ontogenesis proceeds, the role played by earleir acquired moral stages becomes increasingly insignificant in comparison with the role played by more advanced stages. The…

Sees Levenson and Crumpler's liberative model as idealistic, and critiques apparently anti-materialistic implications of the model. Maintains that Levenson and Crumpler's suggestion that the goal of adult development is to free the individual from environmental and biological influences is bad science but constitutes a valuable sermon. (BC)

Attempts to expand White's model of effectance motivation through a consideration of developmental implications. Considers such issues as developmental stages, environmental influences, success and failure effects, and perceived competence and control among others. (BD)

Constructs a tentative stage model of the development of the understanding of suicide motives, based on interview data from 14- to 22-year-old male and female subjects of different SES backgrounds. Development is characterized by these trends: extension of time perspective; differentiation and individualization of actor schemata and motive…

The cognition/conduct problem is outlined as it arises in cognitive-developmental moral theory. A model of the connection between stage of moral reasoning and behavior is developed, involving two separate steps (from reasoning to judgments and from judgments to behavior).(Author/RH)

Compares ontogenetic models, which stress development through a series of stages; sociogenic models, which stress the influence of social context on adult behavior; and liberative models. Liberative models do not treat adult development as entirely dependent on biological or social determinism, and do stress individuals' conscious efforts at…

Outlines Piaget's late ideas on categories and morphisms and the impact of these ideas on the comprehension of the inclusion relationship and the solution of arithmetic problems. Reports a study in which fourth through sixth graders were given arithmetic problems involving two known quantities associated with changes rather than states. Identified…

Discusses study of the development of children's drawing as infused with Western cultural values. Suggests that changes are needed in the images used to describe development, especially the use of developmentally ordered stages. Maintains that the light spectrum is the most promising reconceptualization of artistic development because it captures…