Ten techniques are described for encouraging the development of inner resources for the disabled whose achievement and interaction are limited. (MU)

Analyzes and considers two problems in Bertrand Russell's account of growth. Examines the principles of freedom and reverence which Russell believed best enhanced free growth. Shows that, while Russell's theory of growth is imprecise compared to those of Dewey and Whitehead, it incorporates a humanistic conception of the individual. (DAB)

Loevinger responds to Swensen on the number of stages in ego development, the importance of considering the client's ego level and that of counseling students, the need for more research on the optimum level for the counselor in relation to the client, and the aims of therapy and psychoanalysis. (Author)

Three experiments examined the early development of three- to five-year-old children's analysis of spatial patterns. Found that the youngest children segmented out simple, well-formed, spatially independent parts and used simple relational structures to bind these parts together, whereas older children constructed forms that included increasingly…

Compares Piaget's and Vygotsky's interpretations of transmission and transformation. Notes that differences are apparent in the preformation of knowledge, availability of a third alternative to nature and culture, and unity and identity in social interaction. Vygotsky was concerned about the novel transformation of the learner; Piaget, with the…

Comments on van Geert's mathematical model of Vygotsky's zone of proximal development, in this issue. Supports van Geert's use of a nonlinear model, noting that linear statistical models overlook variability in psychological phenomena. Discusses the time asymmetry in van Geert's model, which does not account for a subject's "developmental…

Outlines themes from L.S. Vygotsky's writings. His claims about the social origins of individual mental functioning have implications for the definitions of cognition and memory and for the pursuit of research on mental processes. His understanding of culture is derivative of his account of the mediation of mental functioning. (BC)

Comments on the monograph reported in this issue. Stresses that the monograph illustrates the difficulty of measuring gender stereotypes; provides insight on activity preferences in middle childhood; considers the role of affect in sex typing by distinguishing affective from cognitive influences; encourages broad-based theories to account for sex…

Examines Simmel's principle of cultivation whereby the cultivated mind is constructed through ongoing transactions of people with their cultural environment, cultural forms currently overlooked. Cultural forms result from externalizations of former person-culture transactions. Argues that development is structured through person-culture…

Notes contemporary models of human development have expanded to address a wider set of issues underlying personal change. Discusses the social cognitive model of self-regulatory development. Emphasizes the crucial development of self-regulatory competence: the point at which the processes of development become fully and reciprocally interactive…

Compares differences in Noam's (PS 524 984) and Cicchetti's (PS 524 985) viewpoints to their shared idea that our understanding of human development has much to gain from the emerging field of psychopathology. Describes Noam's approach as intended to blur the boundaries between optimal and pathological development, and Cicchetti's approach as more…

Discusses the two major theoretical traditions from which the ideas discussed in the Noam (PS 524 984) and the Cicchetti (PS 524 985) articles in this issue are drawn. Describes their divergences from traditional Piagetian and attachment theorists, and the approaches each has taken to common themes in their work. Concludes by setting out…

Argues that the limited resources with which organisms start their development make possible certain kinds of learning which otherwise would be highly problematical. Discusses limitations of the cognitive structure of the organism, learning, and its problems in connectionism. Maintains that the knowledge gained from efforts to overcome problems…

Comments on Raftopoulos article (PS 528 649) on facilitative effect of cognitive limitation in development and connectionist models. Argues that the use of neural networks within an "Artificial Life" perspective can more effectively contribute to the study of the role of cognitive limitations in development and their genetic basis than…

Reviews "Rethinking Innateness: A Connectionist Perspective on Development" by Elman and others (1996). Maintains that the authors argue forcefully that the nature-nurture conflict is a false dichotomy and that they present convincing existence on the possibility of qualitative change. Argues that the authors do not succeed in proposing…