Catalogue


Bridging paradigms : positive development in adulthood and cognitive aging /
edited by Jan D. Sinnott and John C. Cavanaugh.
imprint
New York : Praeger, 1991.
description
vi, 274 p. : ill. ; 24 cm.
ISBN
0275936171 (alk. paper)
format(s)
Book
Holdings
More Details
imprint
New York : Praeger, 1991.
isbn
0275936171 (alk. paper)
catalogue key
2333289
 
Includes bibliographical references and indexes.
A Look Inside
Full Text Reviews
Appeared in Choice on 1992-01:
A volume with little on theories of aging or adult development; a more appropriate title would have been "New Directions in Cognitive Psychology." Cavanaugh makes the following claim in his introduction: "All the chapters in this book are written by non-conformists who challenge the status quo. . ." He describes them as paradigm builders whose purpose it is to provoke "strong emotional reactions." The chapter authors are primarily research psychologists rather than clinicians. The volume's one recurrent theme is the need to develop a post-formal (Piagetian) model of adult cognition. The specific contexts range from the study of African weavers to a therapist's reflection on a multiple personality patient. The great diversity of chapters gives this volume the flavor of proceedings from a thematic conference (or a potpourri issue of a journal) devoted to post-formal thought. One feature that is lacking is an editor's summary tying together the whole book. Useful for graduate-level libraries in research psychology, education, or human development.-T. L. Brink, Crafton Hills College
Reviews
This item was reviewed in:
Choice, January 1992
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Summaries
Long Description
This volume examines positive development across adulthood with particular emphasis on postformal thought. The editors acknowledge that researchers have compiled a substantial body of descriptive evidence about the styles of thinking used by adults under certain conditions. The questions that remain are whether these styles reflect qualitative changes; how these styles develop; whether there are necessary precursors; why there is content specificity; what the relationship is to physiological or neurological development; whether adults can deliberately control postformal thought; how postformal thought develops in different cultures; what key developmental experiences, if any, are needed for postformal thought to develop; and what postformal thought means in a practical sense. These questions are addressed by the research and theory discussed in this volume. The contributors reflect a diversity of backgrounds assumptions, disciplines, and methods. Postformal thought and its correlates are described from physiological, psychological, sociological, anthropological, and clinical perspectives.
Table of Contents
On Building Bridges, Developing Positively, and Postformal Thinking Coming of Age: Confessions of a Nonconformist
Keeping One's Balance in a Moving System: The Effects of the Multiple Personality Disordered Patient on the Cognitive Development of the Therapist
Age-Related Changes in Visual Processing May Result in Continuing Cognitive Development
Normal Aging and Disease as Contributors to the Study of Cognitive Processing in Aging
Reconceptualizing the Nature of Dialectical Postformal Operational Thinking: The Effects of Affectively Mediated Social Experiences
Bridging Paradigms: The Role of a Change Agent in an International Technical Transfer Project
Relativistic Operations: A Framework for Conceptualizing Teachers' Everyday Problem Solving
Conflict and Cooperation in Adulthood: A Role for Both?
The Importance of Interpersonal Relations for Formal Operations Development
Age Differences versus Age Deficits in Laboratory Tasks: The Role of Research in Everyday Cognition
Investigating the Relationship between Cognition and Social Thinking in Adulthood: Stereotyping and Attributional Processes
Perceived Problem Relevancy and Its Relationship to Reasoning on Everyday Problems
Limits to Problem Solving: Emotion, Intention, Goal Clarity, Health, and Other Factors in Postformal Thought
What Do We Do to Help John? A Case Study of Postformal Problem Solving in a Family Making Decisions about an Acutely Psychotic Member
The Influences of Formal versus Informal Education on Planning Skills: A Cultural Perspective
Expert Systems in Nature: Spoken Language Processing and Adult Aging
Author Index
Subject Index
Table of Contents provided by Publisher. All Rights Reserved.

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