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…

Suggests that the dialectic process of unifying opposing trends has contributed to the development of personality theories which focus on the interrelationship between cognitions and behaviors. (BD)

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)

An overview is presented of several areas of deprivation research (animal, child, young adult) and methods of conceptualizing and measuring deprivation is applied to institutionalized geriatric patients. Suggestions are made for more precise approaches to studying and treating deprivation in this population. (Author/SS)

Desirability judgments (values) of 4 personality dimensions (affiliation, autonomy, achievement, nurturance) and 2 control scales were investigated in a total of 120 male and female subjects from 4 different age groups representing childhood, adolescence, adulthood, and old age. Clear age and sex differences reflected multiple value systems.…

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…

Riegel's dialectic view of human development is used to sketch a model of instruction and to delineate some implications for teaching adults. This approach is compared and constrasted with contemporary humanistic and cognitive views on teaching. (Author/SS)

Discusses conceptual and methodological difficulties associated with the use of the form-content distinction in moral development literature. It is suggested that use of this distinction should be restricted to the analysis of social environmental influence on moral judgment. An empirical strategy for distinguishing form from content is then…

Briefly discusses similarities and differences between social and physical knowledge. Argues that the study of social cognition cannot be derived from, nor reduced to, the study of physical cognition, and that the social origins of knowledge need to be emphasized more in contemporary developmental theory. (Author/SS)

Philosophical tendencies in Kohlberg's cognitive-developmental theory of moral development such as apriorism, absolutism and formalism are unfavorably contrasted with the dialectical categories of historicism, double interactionism and reflection. In logic and epistemology the cognitive-developmental theory is shown to be based on a subjective…

Reviews pertinent developmental and neuropsychological literature and arrives at a hypothesis relating the left brain lateralization of speech to the origin of early naming as part of selective (right-biased) orienting to perceived salience or change. (Author/SS)

An approach to cognitive development which builds upon Piagetian assumptions and methods but which takes into account specific characteristics of diverse symbol systems and media is outlined. Such an approach may account for several phenomena left unexplained by Piaget, integrate diverse strands of research, and suggest promising lines of…

This review argues that an hypothesis about longitudinal development may be derived from, and tested exclusively by, cross-sectional data, when the potential sources of interpretive errors are dealt with adequately. The argument is illustrated by cross-sectional data relevant to developmental mediation theory. (Author/SS)

Reviews the literature pertaining to spatial perspective-taking and attempts to account for the inconsistent findings in this area of research by examining the methodological differences between studies. (Author/SS)

Reconceptualizes Kohlberg's theory and research on moral stages in the light of recent criticisms. A proposed revision describes moral development in adulthood as existential rather than Piagetian and restricts moral judgment in the standard stage sense to childhood and adolescence. (Author/SS)