The Developing Individual in a Changing World

I: Historical and theoretical issues in the development of the individual and society; 1: Early European contributions to developmental psychology; A: Overview, Contexts, and Selections; B: The Contribution of William and Clara Stern to the Onset of Developmental Psychology 1; C: The Real World of Alfred Binet; D: Development and Value Orientation: The Contribution of Eduard Spranger to a Differential Developmental Psychology; 2: The development of women through history; A: Astarte Moses and Mary: Perspectives on the Sexual Dialectic in Canaanite, Judaic, and Christian Traditions; B: B. Two Types of Women Writers and Three Periods in Time: A Psychohistorical Analysis; C: Planned Obsolescence: Historical Perspectives on Aging Women; 3: Formal models of development; A: Organization and Transformation; B: Conceptualizing Behavioral Development; C: C. A View of Cognition from A Formalistâs Perspective; D: D. Some Ingredients for Constructing Developmental Models; II: Cognitivistsâ and socialistsâ inquiries into human development; 1: The concept of development and the genetic approach in psychological theory of the Soviet Union and other socialist countries; A: Philosophy and Psychology in the Soviet Union; B: B. The Soviet Concept of Development and the Problem of Activity; C: Conditions and Determinants of Child Development in Contemporary Polish Psychology; 2: Soviet developmental study of verbal self-regulation; A: Recent Developments in Soviet Research on the Verbal Control of Voluntary Motor Behaviour; B: Speech-For-Self as a Multiply Reafferent Human Action System; C: C. Developmental Aspects of Rhythm in Selfregulation; D: The Function of Speech Rhythms in the Regulation of Non-Speech Activity; E: Soviet Research in the Psychophysiology of Individual Differences; F: Life-Span Cognitive Development and the Soviet Theory of Self-Regulation; 3: Cognitive development through life: Research based on Piagetâs system; A: Sensorimotor Period: The Source of Intellectual Development; B: The Role of Structures in Explaining Behavioral Development.; C: Life-Span Analyses of Piagetian Concept Tasks: The Search for Nontrivial Qualitative Change; 4: Theoretical viewpoints in perceptual development: The illusion as paradigm; A: Illusions and Perceptual Development: A Tachis-Toscopic Psychophysical Approach; B: Perceptual Development: A Distorted View; C: Cross-Cultural and Personality Factors Influencing the Ponzo Perspective Illusion; III: Cross-cultural differences in human development; 1: The individual in developmental theory: Cross-cultural perspectives; A: A Conceptual Model for Study of Individual Development in Different Cultures; B: Eriksonâs Theory in Cross-Cultural Perspective: Social Class and Ethnicity in Third Worldâ Communities; C: Thematic Structuration in Adolescence: Findings from Different European Countries; D: Thematic Structuration in Adolescence: Findings From Pedi Adolescents; 2: Problems of cross-cultural research; A: The Problem of the Packaged Variable; B: Situating the Experiment in Cross-Cultural Research; C: Cross-Cultural Research and Piagetian Theory: Paradox and Progress; D: Cross-Cultural Piagetian Studies: What Can they Tell Us?; 3: Cultural differences in socialization techniques; A: Maternal Socialization Practices and Spatial-Perceptual Abilities in Newfoundland and Labrador; B: A Test of the Universality of an âAcculturation Gradientâ in Three Culture-Triads; C: A Cross-Cultural View of Adult Life in the Extended Family; 4: Subcultural differences in language aquisition; A: Some Theoretical Considerations of Subcultural Differences in Language Development; B: An Information Processing Approach to Some Problems in Developmental Sociolinguistics; C: Some Psycholinguistic and Social Predictors of Dialect Usage Among Subjects and Their Most Preferred Peers