This two-volume work levels both criticism and challenge to traditional developmental psychology
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I: Historical and theoretical issues in the development of the individual and society 1: Early European contributions to developmental psychology A: Overview, Contexts, and Selections B: The Contribution of William and Clara Stern to the Onset of Developmental Psychology 1 C: The Real World of Alfred Binet D: Development and Value Orientation: The Contribution of Eduard Spranger to a Differential Developmental Psychology 2: The development of women through history A: Astarte Moses and Mary: Perspectives on the Sexual Dialectic in Canaanite, Judaic, and Christian Traditions B: B. Two Types of Women Writers and Three Periods in Time: A Psychohistorical Analysis C: Planned Obsolescence: Historical Perspectives on Aging Women 3: Formal models of development A: Organization and Transformation B: Conceptualizing Behavioral Development C: C. A View of Cognition from A Formalist's Perspective D: D. Some Ingredients for Constructing Developmental Models II: Cognitivists' and socialists' inquiries into human development 1: The concept of development and the genetic approach in psychological theory of the Soviet Union and other socialist countries A: Philosophy and Psychology in the Soviet Union B: B. The Soviet Concept of Development and the Problem of Activity C: Conditions and Determinants of Child Development in Contemporary Polish Psychology 2: Soviet developmental study of verbal self-regulation A: Recent Developments in Soviet Research on the Verbal Control of Voluntary Motor Behaviour B: Speech-For-Self as a Multiply Reafferent Human Action System C: C. Developmental Aspects of Rhythm in Selfregulation D: The Function of Speech Rhythms in the Regulation of Non-Speech Activity E: Soviet Research in the Psychophysiology of Individual Differences F: Life-Span Cognitive Development and the Soviet Theory of Self-Regulation 3: Cognitive development through life: Research based on Piaget's system A: Sensorimotor Period: The Source of Intellectual Development B: The Role of Structures in Explaining Behavioral Development. C: Life-Span Analyses of Piagetian Concept Tasks: The Search for Nontrivial Qualitative Change 4: Theoretical viewpoints in perceptual development: The illusion as paradigm A: Illusions and Perceptual Development: A Tachis-Toscopic Psychophysical Approach B: Perceptual Development: A Distorted View C: Cross-Cultural and Personality Factors Influencing the Ponzo Perspective Illusion III: Cross-cultural differences in human development 1: The individual in developmental theory: Cross-cultural perspectives A: A Conceptual Model for Study of Individual Development in Different Cultures B: Erikson's Theory in Cross-Cultural Perspective: Social Class and Ethnicity in Third World' Communities C: Thematic Structuration in Adolescence: Findings from Different European Countries D: Thematic Structuration in Adolescence: Findings From Pedi Adolescents 2: Problems of cross-cultural research A: The Problem of the Packaged Variable B: Situating the Experiment in Cross-Cultural Research C: Cross-Cultural Research and Piagetian Theory: Paradox and Progress D: Cross-Cultural Piagetian Studies: What Can they Tell Us? 3: Cultural differences in socialization techniques A: Maternal Socialization Practices and Spatial-Perceptual Abilities in Newfoundland and Labrador B: A Test of the Universality of an 'Acculturation Gradient' in Three Culture-Triads C: A Cross-Cultural View of Adult Life in the Extended Family 4: Subcultural differences in language aquisition A: Some Theoretical Considerations of Subcultural Differences in Language Development B: An Information Processing Approach to Some Problems in Developmental Sociolinguistics C: Some Psycholinguistic and Social Predictors of Dialect Usage Among Subjects and Their Most Preferred Peers
I: Historical and theoretical issues in the development of the individual and society 1: Early European contributions to developmental psychology A: Overview, Contexts, and Selections B: The Contribution of William and Clara Stern to the Onset of Developmental Psychology 1 C: The Real World of Alfred Binet D: Development and Value Orientation: The Contribution of Eduard Spranger to a Differential Developmental Psychology 2: The development of women through history A: Astarte Moses and Mary: Perspectives on the Sexual Dialectic in Canaanite, Judaic, and Christian Traditions B: B. Two Types of Women Writers and Three Periods in Time: A Psychohistorical Analysis C: Planned Obsolescence: Historical Perspectives on Aging Women 3: Formal models of development A: Organization and Transformation B: Conceptualizing Behavioral Development C: C. A View of Cognition from A Formalist's Perspective D: D. Some Ingredients for Constructing Developmental Models II: Cognitivists' and socialists' inquiries into human development 1: The concept of development and the genetic approach in psychological theory of the Soviet Union and other socialist countries A: Philosophy and Psychology in the Soviet Union B: B. The Soviet Concept of Development and the Problem of Activity C: Conditions and Determinants of Child Development in Contemporary Polish Psychology 2: Soviet developmental study of verbal self-regulation A: Recent Developments in Soviet Research on the Verbal Control of Voluntary Motor Behaviour B: Speech-For-Self as a Multiply Reafferent Human Action System C: C. Developmental Aspects of Rhythm in Selfregulation D: The Function of Speech Rhythms in the Regulation of Non-Speech Activity E: Soviet Research in the Psychophysiology of Individual Differences F: Life-Span Cognitive Development and the Soviet Theory of Self-Regulation 3: Cognitive development through life: Research based on Piaget's system A: Sensorimotor Period: The Source of Intellectual Development B: The Role of Structures in Explaining Behavioral Development. C: Life-Span Analyses of Piagetian Concept Tasks: The Search for Nontrivial Qualitative Change 4: Theoretical viewpoints in perceptual development: The illusion as paradigm A: Illusions and Perceptual Development: A Tachis-Toscopic Psychophysical Approach B: Perceptual Development: A Distorted View C: Cross-Cultural and Personality Factors Influencing the Ponzo Perspective Illusion III: Cross-cultural differences in human development 1: The individual in developmental theory: Cross-cultural perspectives A: A Conceptual Model for Study of Individual Development in Different Cultures B: Erikson's Theory in Cross-Cultural Perspective: Social Class and Ethnicity in Third World' Communities C: Thematic Structuration in Adolescence: Findings from Different European Countries D: Thematic Structuration in Adolescence: Findings From Pedi Adolescents 2: Problems of cross-cultural research A: The Problem of the Packaged Variable B: Situating the Experiment in Cross-Cultural Research C: Cross-Cultural Research and Piagetian Theory: Paradox and Progress D: Cross-Cultural Piagetian Studies: What Can they Tell Us? 3: Cultural differences in socialization techniques A: Maternal Socialization Practices and Spatial-Perceptual Abilities in Newfoundland and Labrador B: A Test of the Universality of an 'Acculturation Gradient' in Three Culture-Triads C: A Cross-Cultural View of Adult Life in the Extended Family 4: Subcultural differences in language aquisition A: Some Theoretical Considerations of Subcultural Differences in Language Development B: An Information Processing Approach to Some Problems in Developmental Sociolinguistics C: Some Psycholinguistic and Social Predictors of Dialect Usage Among Subjects and Their Most Preferred Peers
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