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.