View Item 

Show simple item record

Dialectic Operations: The Final Period of Cognitive Development 1
dc.contributor.authorRiegel, Klaus F.en_US
dc.date.accessioned2014-09-03T16:52:11Z
dc.date.available2014-09-03T16:52:11Z
dc.date.issued1973-06en_US
dc.identifier.citationRiegel, Klaus F. (1973). "Dialectic Operations: The Final Period of Cognitive Development 1 ." ETS Research Bulletin Series 1973(1): i-38. <http://hdl.handle.net/2027.42/108356>en_US
dc.identifier.issn0424-6144en_US
dc.identifier.issn2333-8504en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/108356
dc.description.abstractArguments for an extension of Piaget's theory of cognitive development have been derived from philosophical and historical consideration of modern natural sciences. Implicit contradictions, which characterize these sciences as well as common thought, can be systematically apprehended only through a dialectic reinterpretation. The dialectic basis of Piaget's theory is expressed in his assimilation‐accommodation paradigm. But development is interpreted as a continuing alienation from this basis culminating in the noncontradictory thinking of formal operations. Although Piaget's interpretations capture a rich variety of performances during childhood they fail to represent adequately the thought and emotions of mature and creative persons. For an interpretation of adulthood and aging, a return to the dialectic basis is necessary. Such a reorganization can proceed from any of the four major levels of development. It introduces intra‐ and interindividual variations into Piaget's theory. Individuals may operate simultaneously or in short succession at different cognitive levels. The ceaseless striving toward formal operations becomes inappropriate and ineffective for the level of dialectic maturity.en_US
dc.publisherHirzelen_US
dc.publisherWiley Periodicals, Inc.en_US
dc.titleDialectic Operations: The Final Period of Cognitive Development 1en_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/108356/1/ets200199.pdf
dc.identifier.doi10.1002/j.2333-8504.1973.tb00199.xen_US
dc.identifier.sourceETS Research Bulletin Seriesen_US
dc.identifier.citedreferenceRiegel, K. F. Development, drop and death. Developmental Psychology, 1972, 6, 306 – 319. (a).en_US
dc.identifier.citedreferenceRiegel, K. F. The language acquisition process: A reinterpretation of selected research findings. In L. R. Goulet & P. B. Baltes (Eds.), Life‐span developmental psychology: Research and theory. New York: Academic Press, 1970.en_US
dc.identifier.citedreferenceRiegel, K. F. Developmental psychology and society: Some historical and ethical considerations. In J. R. Nesselroade & H. W. Reese (Eds.), Life‐span developmental psychology: Methodological issues. New York: Academic Press, 1972. (b).en_US
dc.identifier.citedreferenceRiegel, K. F. On the history of psychological gerontology. In C. Eisdorfer & M. P. Lawton (Eds.), APA Task Force on Aging. Washington, D. C.: American Psychological Association, 1972 (in press). (c).en_US
dc.identifier.citedreferenceRiegel, K. F. The influence of economic and political ideologies upon the development of psychology. Psychological Bulletin, 1972, 78, 129 – 141. (d).en_US
dc.identifier.citedreferenceRiegel, K. F. Time and change in the development of the individual and society. In H. Reese (Ed.), Advances in child development and behavior, Vol. 7. New York: Academic Press, 1972 (in press). (e).en_US
dc.identifier.citedreferenceRiegel, K. F. An introduction to developmental and historical structuralism. In K. F. Riegel (Ed.), Structure, transformation, interaction: Developmental and historical aspects. Basel: Karger, 1973 (in press). (a).en_US
dc.identifier.citedreferenceRiegel, K. F. Language as labor: An inquiry in its semantic basis of acquisition. In K. F. Riegel (Ed.), Structure, transformation, interaction: Developmental and historical aspects. Basel: Karger, 1973 (in press). (b).en_US
dc.identifier.citedreferenceSanders, S., Laurendeau, M., & Bergeron, J. Aging and the concept of space: The conservation of surface. Journal of Gerontology, 1966, 21, 281 – 285.en_US
dc.identifier.citedreferenceSoll, I. An introduction to Hegel's metaphysics. Chicago: University of Chicago Press, 1969.en_US
dc.identifier.citedreferenceVan den Daele, L. D. Qualitative models in developmental analysis. Developmental Psychology, 1969, 1, 303 – 310.en_US
dc.identifier.citedreferenceWerner, H. Einführung in die Entwicklungspsychologie. Leipzig: Barth, 1926. (Comparative psychology of mental development. New York: Follett, 1948.).en_US
dc.identifier.citedreferenceWilden, A. System and structure: Essays in communication and exchange. London: Tavistock, 1972.en_US
dc.identifier.citedreferenceWozniak, R. H. Verbal regulation of motor behavior: Soviet research and non‐Soviet replication. Human Development, 1972, 15, 13 – 57.en_US
dc.identifier.citedreferenceWundt, M. Hegel's Logik und die moderne Physik. Köln: Westdeutscher Verlag, 1949.en_US
dc.identifier.citedreferenceZaporozhets, A. V., & Elkonin, D. B. The psychology of preschool children. Cambridge, Mass.: MIT Press, 1971.en_US
dc.identifier.citedreferenceBavink, B. Ergebnisse und Probleme der Naturwissenschaften. ( 6 Aufl. ). Leipzig: Hirzel, 1940.en_US
dc.identifier.citedreferenceBergmann, F. Dialecticism of Hegel and Marx. In K. F. Riegel (Ed.), Structure, transformation, interaction: Developmental and historical aspects. Basel: Karger, 1973 (in press).en_US
dc.identifier.citedreferenceBickford, B., & Looft, W. R. More on more: The mythology and actuality of children's understanding of relational terms. Journal of Genetic Psychology, 1972 (in press).en_US
dc.identifier.citedreferenceClark, H. H. Comprehending comparatives. In G. Flores d'Arcais & W. S. M. Levelt (Eds.), Advances in psycholinguistics. Amsterdam: North‐Holland Press, 1970.en_US
dc.identifier.citedreferenceDonaldson, M., & Balfour, G. Less is more: A study of language comprehension in children. British Journal of Psychology, 1968, 59, 461 – 471.en_US
dc.identifier.citedreferenceElkind, D. Piaget's conservation problems. Child Development, 1967, 38, 15 – 27.en_US
dc.identifier.citedreferenceFlavell, J. H. Cognitive changes in adulthood. In L. R. Goulet & P. B. Baltes (Eds.), Life‐span developmental psychology: Research and theory. New York: Academic Press, 1970.en_US
dc.identifier.citedreferenceFlavell, J. H., & Wohlwill, J. F. Formal and functional aspects of cognitive development. In D. Elkind & J. H. Flavell (Eds.), Studies in cognitive development. New York: Oxford University Press, 1969.en_US
dc.identifier.citedreferenceFurth, H. G. Piaget, IQ, and the nature‐nurture controversy. Human Development, 1973, 16 (in press).en_US
dc.identifier.citedreferenceGriffiths, J. A., Shantz, C. A., & Sigel, I. E. A methodological problem in conservation studies: The use of relational terms. Child Development, 1967, 38, 841 – 848.en_US
dc.identifier.citedreferenceHegel, G. W. F. Phänomenologie des Geistes. Frankfurt/M.: Suhrkamp, 1969. (a) (The phenomenology of mind. New York: Harper‐Torch Books, 1967.).en_US
dc.identifier.citedreferenceHegel, G. W. F. Wissenschaft der Logik. Frankfurt/M.: Suhrkamp, 1969. (b) (Science of logic. London: Allen and Unwin, 1929.) Heisenberg, W. Wandlungen in den Grundlagen der Naturwissenschaften. Leipzig: Hirzel, 1942.en_US
dc.identifier.citedreferenceHooper, F. H. Piaget's conservation tasks: The logical and developmental priority of identity conservation. Journal of Experimental Child Psychology, 1969, 8, 234 – 249.en_US
dc.identifier.citedreferenceHooper, F. H. Cognitive assessment across the lifespan: Methodological implications of the organismic approach. In J. R. Nesselroade & H. W. Reese (Eds.), Life‐span developmental psychology; Methodological issues. New York: Academic Press, 1972 (in press).en_US
dc.identifier.citedreferenceHuttenlocher, J., & Higgins, E. T. Adjectives, comparatives, and syllogism. Psychological Review, 1971, 78, 487 – 504.en_US
dc.identifier.citedreferenceJaeger, W. Aristoteles: Grundlegung einer Geschichte seiner Entwicklung. Berlin: Weidmann, 1923.en_US
dc.identifier.citedreferenceJordan, P. Physikalisches Denken in der neuen Zeit. Hamburg: Hanseatische Verlagsanstalt, 1935.en_US
dc.identifier.citedreferenceJordan, P. Die Physik des 20. Jahrhunderts. ( 5 Aufl. ). Braunschweig: Vieweg, 1943. (Physics of the 20th Century. New York: Philosophical Library, 1944.).en_US
dc.identifier.citedreferenceKaufmann, W. A. Hegel: Reinterpretation, text, and commentary. Garden City, New York: Doubleday, 1966.en_US
dc.identifier.citedreferenceKominski, C. A., & Coppinger, N. W. The Müller‐Lyer illusion and Piaget's test for the development of the conservation of space in a group of older institutionalized veterans. Paper presented at the College of William and Mary, Williamsburg, Va., 1968.en_US
dc.identifier.citedreferenceLenin, V. I. Philosophical notebook. (Collected Works, Vol. 29.) New York: International Publishers, 1929.en_US
dc.identifier.citedreferenceLewin, K. Behavior and development as a function of total situation. In L. Carmichael (Ed.), Manual of child psychology. ( 4th ed. ). New York: Wiley, 1954.en_US
dc.identifier.citedreferenceMcLaughlin, G. H. Psychologic: A possible alternative to Piaget's formulation. British Journal of Educational Psychology, 1963, 33, 61 – 67.en_US
dc.identifier.citedreferenceMeacham, J. A. The development of memory abilities in the individual and society. Human Development, 1972, 15, 205 – 228.en_US
dc.identifier.citedreferenceMiller, S. A. Contradiction, surprise, and cognitive change: The effects of disconfirmation of belief on conservers and nonconservers. Unpublished report, Department of Psychology, University of Michigan, 1972.en_US
dc.identifier.citedreferencePapalia, D. E. The status of several conservation abilities across the life span. Human Development, 1972, 15, 229 – 243.en_US
dc.identifier.citedreferencePapalia, D. E., & Hooper, F. H. A developmental comparison of identity and equivalence conservations. Journal of Experimental Child Psychology, 1971, 12, 347 – 361.en_US
dc.identifier.citedreferencePayne, T. R. S. L. Rubinstein and the philosophical foundation of Soviet psychology. New York: Humanities Press, 1968.en_US
dc.identifier.citedreferencePetzoldt, J. Das Weltproblem vom Standpunkt des relativistischen Positivismus aus, historisch‐kritisch dargestellt. Leipzig: Teubner, 1912.en_US
dc.identifier.citedreferencePiaget, J. Play, dreams, and imitation in childhood. New York: Norton, 1962.en_US
dc.identifier.citedreferencePiaget, J. The origin of intelligence in children. New York: Norton, 1963.en_US
dc.identifier.citedreferencePiaget, J. The child's conception of number. New York: Norton, 1965.en_US
dc.identifier.citedreferencePiaget, J. Intellectual evolution from adolescence to adulthood. Human Development, 1972, 15, 1 – 12.en_US
dc.identifier.citedreferencePiaget, J., & Inhelder, B. The child's conception of space. New York: Norton, 1967.en_US
dc.identifier.citedreferencePlanck, M. Wege zur physikalischen Erkenntnis. ( 2 Aufl. ). Leipzig: Hirzel, 1934.en_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Name:
ets200199.pdf
Size:
2.884MB
Format:
PDF
View/Open

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.