Mark Wang 1 Developmental Psychology: Philosophy, Concepts, Methodology https://doi.org/10.1002/9780470147658.chpsy0102 Abstract: All scientific concepts, theories, and research methods are built on sets of fundamental, often implicit, assumptions termed metatheoretical . This chapter examines the history and contemporary developmental theoretical and methodological implications of two alternative widely held metatheories – split and relational. Split metatheory emerged from Cartesian dualism. It dichotomizes the world into elemental pure forms that stand as antinomies, resolved only by suppressing the reality of one member of the pair. This metatheory generates atomism, reductionism, foundationalism, the assumption of strictly additive complexity or aggregates, and a neo-positivist methodology. Relational metatheory emerged from a holistic ground. It synthesizes splits into integrated wholes, mends antinomies (e.g., brain and body, subject and object, nature and nurture, and continuity and discontinuity) and promotes relative standpoints of inquiry. Relational metatheory generates part-whole analysis, the assumption of nonadditive complexity or dynamic systems, and a retroductive (abductive) methodology. Assessing frontal lobe functioning in children: Views from developmental psychology https://doi.org/10.1080/87565648809540405 Abstract: This review presents the potential contribution of developmental psychology to a more complete understanding of the nature of frontal lobe functioning in children. The cognitive construct of “executive function” has been adopted as a possible behavioral marker of prefrontal functioning from infancy through childhood. Instead of focusing exclusively on mature, adult-level functioning of the frontal lobes, our article reviews evidence for the view that frontally mediated executive functions emerge in the first year of life and continue to develop at least until puberty, if not beyond. A key theme in this review is that measures used to detect executive functions must be developmentally appropriate, and suggestions regarding viable executive function measures are offered. The contribution of the animal models tested by Diamond and Goldman-Rakic to our understanding of rudimentary executive functions in infancy is discussed. Another Mark Wang 2 behavioral domain, self-control, is proposed as a possible source of frontal assessment tools for very young children. In addition, several cognitive tasks from developmental psychology are highlighted as potential frontal measures for school-age children. Critical issues and current problems associated with research in developmental neuropsychology are discussed. The developmental psychology of Jean Piaget. https://doi.org/10.1037/11449-000 Abstract: Part One is given over to a presentation of the theoretical hypotheses. It was well to begin with these since the experiments, taken up in Part Two, were inspired by them. Finally, there is the critique (Part Three). It seems clear that Professor Flavell is more interested in the experiments than in the theory, which sometimes gives me the impression--perhaps not of having been misunderstood, but, if you will--of having been understood on certain issues more from without than from within. But since the great majority of readers are not likely to be primarily oriented toward the theory either, the emphasis he has chosen is probably the most useful one. Professor Flavell concluded his book with a critical section that may lead the reader to take his positive comments about the system much more seriously than if he had blindly and uncritically gone along with me on all points.
