In recent years, researchers have begun to focus attention on postformal thought--the development of thought in late adolescence and adulthood--questioning Piaget's early terminus of structural development in adolescence. This volume brings together the works of distinguished authors in the field of postformal-operational cognitive, social, and perceptual development to examine the models and methodology used to investigate postformal thought. The contributors represent the variety of approaches that characterize this body of research, while, at the same time, seeking to unify this diverse literature with a common language. An ideal text for advanced courses in adult development, this volume is also a primary reference for developmental and educational psychologists and students working in the fields of cognitive development, adolescent and adult development, and lifespan development. Divided into four parts, the volume begins by examining both Piagetian and nonstructural models of adult cognitive development, considering them in light of current research developments. Individual papers address models of equilibrium, knowledge, reflective judgment, ego-development, and consciousness. In Part II, the contributors discuss the measurement and comparison of cognitive development in adults, exploring such topics as construct validity and theories of adult development, the structural and developmental relations between formal and postformal capacities, and the relationship between Piagetian and Kohlbergian stages. The third section assesses the research and theory of adult reasoning in the moral domain, while the concluding chapter investigates critical evaluations of postformal research. Numerous tables and figures enhance the discussions.
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“Piaget's model of cognitive development ends with the acquisition, during the teen years, of formal operational intelligence, characterized by the ability to engage in formal, abstract reasoning. Recent research from a life-span perspective has begun to challenge this portrayal of the nature of the terminus of cognitive growth, suggesting instead that cognition continues to change beyond the teen years as formal reasoning becomes supplanted by a new, more pragmatically oriented and less rigid, form of cognitive functioning referred to as post-formal reasoning. Many of the leading theorists and researchers in the study of post-formal reasoning have contributed chapters to this work. A major contribution of the volume is that it highlights the major issues and controversies in the field; there remains no consensus, for instance, about how best to characterize post-formal reasoning or even whether it reflects a separate cognitive stage. This is not an easy text; an appreciation of the controversies and contributions requires a firm grounding in general issues of cognitive developmental theory. Nonetheless, for serious graduate-level students of adult cognition, it provides an invaluable picture of current theorizing about post-formal thought.”–Choice
--This text refers to an out of print or unavailable edition of this title.
About the Author
MICHAEL L. COMMONS is Lecturer and Research Associate in Psychiatry at Harvard Medical School, Massachusetts Mental Health Center, and Director of the Dare Institute.
CHERYL ARMON is Chairperson of the Undergraduate Program at Antioch University, Los Angeles.
LAWRENCE KOHLBERG was Professr of Education and Social Psychology at Harvard University and Director of the Center for Moral Education and Development before his death in January, 1987.
FRANCIS A. RICHARDS is Evaluation and Testing Specialist in the Division of Management Information and Education of the Rhode Island Department of Education.
TINA A. GROTZER is Research Associate at the Dare Institute and Coordinator of the Arlington, Massachusetts Public Schools' Challenge and Enrichment Programs.
JAN D. SINNOTT is Professor of Psychology at Towson State University and affiliated with the National Institute on Aging (NIH).
CHERYL ARMON is Chairperson of the Undergraduate Program at Antioch University, Los Angeles.
LAWRENCE KOHLBERG was Professr of Education and Social Psychology at Harvard University and Director of the Center for Moral Education and Development before his death in January, 1987.
FRANCIS A. RICHARDS is Evaluation and Testing Specialist in the Division of Management Information and Education of the Rhode Island Department of Education.
TINA A. GROTZER is Research Associate at the Dare Institute and Coordinator of the Arlington, Massachusetts Public Schools' Challenge and Enrichment Programs.
JAN D. SINNOTT is Professor of Psychology at Towson State University and affiliated with the National Institute on Aging (NIH).
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This chapter begins by reviewing Piaget's construction of the development of operational cognition with the aim of demonstrating the connection between these cognitive operations and the concepts of variation and causality. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
reflective enactment, epistemic moral cognition, high critical thinkers, higher reflective judgment scores, metasystematic stage, metasystematic operations, general stage model, moral metacognition, third formal level, reflective judgment development, postformal development, hermeneutic awareness, multisystem problem, attunement awareness, adult cognitive development, metasystematic reasoning, analyzing shadows, paradigmatic reasoning, classical researcher, dialectical schemata, modal development, reflective judgment interview, reflective judgment model, representational awareness, metacognitive task Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Harvard University, San Francisco, Basic Books, Academic Press, Cambridge University Press, University of Minnesota, Oxford University Press, Watson-Glaser Critical Thinking Appraisal, Dissertation Abstracts International, Lawrence Kohlberg, Princeton University Press, Equilibration Models, Psychological Bulletin, Alfred North Whitehead, Psychological Review, University of Utah, Cheryl Armon, Himalayan International Institute, Journal of College Student Personnel, University of Iowa, Yale University Press, American Psychologist, Beacon Press, Cornell University Press New!
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Front Cover | Table of Contents | First Pages | Index | Surprise Me!
This chapter begins by reviewing Piaget's construction of the development of operational cognition with the aim of demonstrating the connection between these cognitive operations and the concepts of variation and causality. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
reflective enactment, epistemic moral cognition, high critical thinkers, higher reflective judgment scores, metasystematic stage, metasystematic operations, general stage model, moral metacognition, third formal level, reflective judgment development, postformal development, hermeneutic awareness, multisystem problem, attunement awareness, adult cognitive development, metasystematic reasoning, analyzing shadows, paradigmatic reasoning, classical researcher, dialectical schemata, modal development, reflective judgment interview, reflective judgment model, representational awareness, metacognitive task Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Harvard University, San Francisco, Basic Books, Academic Press, Cambridge University Press, University of Minnesota, Oxford University Press, Watson-Glaser Critical Thinking Appraisal, Dissertation Abstracts International, Lawrence Kohlberg, Princeton University Press, Equilibration Models, Psychological Bulletin, Alfred North Whitehead, Psychological Review, University of Utah, Cheryl Armon, Himalayan International Institute, Journal of College Student Personnel, University of Iowa, Yale University Press, American Psychologist, Beacon Press, Cornell University Press New!
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Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Citations (learn more)
This book cites 19
books:
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- Moral Development by Kohlberg on page 228, page 241, and page 243
- Process and Reality (Gifford Lectures Delivered in the University of Edinburgh During the Session 1927-28) by Alfred North Whitehead on page 27, and page 41
- Social Psychology (Nelson-Hall Series in Psychology) by Stephen Worchel in Back Matter
- Contemporary Philosophy in Scandinavia by Raymond E. Olson on page 39
- Cognitive Development (4th Edition) by John H. Flavell on page 77
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