ERIC Number: ED142877
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Social Cognition and Development: Some Thoughts on Broadening the Structuralist Approach.
Cooney, Ellen W.
This paper is a theoretical discussion based on a primary grade, social developmental curriculum developed from cognitive developmental theory and a social-cognitive theory of stages in the developing conceptions of interpersonal relations. The body of the paper focuses on changes, refinements and additions the study has suggested are needed in the traditional cognitive developmental conceptualization of social development and the measurement of its change. Three main issues were considered. (1) The paper first argues the need to distinguish between the child's spontaneous orientation to thinking about a social issue and his deeper reasoning competence. (2) A second section suggests that the individual and situational differences reflected in patterns of decalage are worthy of more attention than traditionally given by structuralist theorists and researchers and argues that such patterns are useful topics of investigation in themselves. (3) The final part emphasizes the value of adding analyses of group process variables to traditional stage change scores. Examples from the author's intervention study are cited throughout, and some suggestions for future investigation are offered. (Author)
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Eastern Psychological Association (New York, N.Y., April 22-24, 1976) ; Some parts may be marginally legible due to print quality of the original document