Argues for an interactionist model of the relation between cognition and motivation in early infancy. (Author/SS)

Drawing on Piaget's own work and some contemporary studies of social interaction, the author concludes that one may reinterpret Piaget's descriptive psychology in terms of the infant's growing communicative competency. (Author/MP)

The low predictive validity of infant tests is discussed in light of current issues in developmental psychology. Considers continuity and discontinuity in the development of early cognitive competence, intellectual heterogeneity problems, and individual-environment transactions. Provides suggestions for increasing predictive validity and indicates…

From a symposium on Cross-Cultural Studies of Mother-Infant Interaction at the Biennial Meeting for Research in Child Development, Minneapolis, Minn., April 2, 1971. (MB)

In this article particular attention is paid to research directly or indirectly relevant to child development programs and supplemental child care. Emphasis is given to the integration of findings, the identification of unaddressed questions, and methodological problems. (MS)

Offers a theoretical and methodological approach to study of children's socio-cognitive interaction. Observation of object-centered activities among three age groups of children showed different modes of collaboration. Processes were similar across age groups; roots of basic peer interaction patterns reach back into infancy. Similarities across…

Comments on Verba's ideas about collaboration in peer interaction in this issue. Praises Verba for setting new direction in the study and understanding of social processes in cognitive development and for establishing important continuities in how children communicate with peers. Notes that Verba's analyses suggest natural categories of…