This research details the changing ways in which young people of different ages differently warrant the conviction that, notwithstanding evidence of good and bad behaviours, selves can be understood as unified across the various roles and contexts that they occupy. Canadian adolescents and young adults were asked to explain the apparent disunity…

Presents propositions fundamental to a comprehensive Marxist theory of personality: five premises about the ontological nature of the person and four about underlying expresssive personality characteristics. Differences between the proposed theory and traditional theories are discussed in terms of sociohistorical influence, the nature of…

Presents a model of cognition and emotion that suggests that feedback between cognition and emotion generates, maintains, and reconfigures interpretations of emotion-eliciting events at micro- and macrodevelopmental time scales and that personality and behavior self-organize in response to fluctuations in perception or cognition and trace…

Describes the results of four longitudinal studies of adolescent development that focus on coping styles, maturity of defenses, adaptation to school environments, and predictors of educational and occupational attainment. Implications are discussed in terms of linking adolescence with other phases of development. (Author/SS)

Investigates the validity of a semiprojective measure of "engagement" with respect to the differential effects of family size. Engagement style refers to the perception one has of oneself as either doing (agent) or being done to (patient). Subjects were 51 male college students ranging in age from 18 to 26 years. (SS)

Summarizes the theory of psychological differentiation and reviews recent cross-cultural research on the roles of child rearing, culture, and ecology in the development of individual, group, and sex differences in the field dependence-field independence cognitive style component of psychological differentiation. (SS)

Reviews the research methods, design, and main findings of the Austin-Mexico City cross-cultural study of personality and intellectual development using an overlapping longitudinal design. A span of 12 years of development was extrapolated from six years of repeated testing with children ages 6, 9, and 12 years. (SS)