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.
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.
On Building Bridges, Developing Positively, and Postformal
Thinking Coming of Age: Confessions of a Nonconformist by John C.
Cavanaugh
Keeping One's Balance in a Moving System: The Effects of the
Multiple Personality Disordered Patient on the Cognitive
Development of the Therapist by Judith Armstrong
Age-Related Changes in Visual Processing May Result in Continuing
Cognitive Development by Julie R. Brannan and Cameron J. Camp
Normal Aging and Disease as Contributors to the Study of Cognitive
Processing in Aging by Jeffrey W. Elias, Merrill F. Elias, and P.
K. Elias
Reconceptualizing the Nature of Dialectical Postformal Operational
Thinking: The Effects of Affectively Mediated Social Experiences by
Ronald R. Irwin
Bridging Paradigms: The Role of a Change Agent in an International
Technical Transfer Project by Lynn Johnson
Relativistic Operations: A Framework for Conceptualizing Teachers'
Everyday Problem Solving by Diane M. Lee
Conflict and Cooperation in Adulthood: A Role for Both? by John A.
Meacham
The Importance of Interpersonal Relations for Formal Operations
Development by John A. Meacham
Age Differences versus Age Deficits in Laboratory Tasks: The Role
of Research in Everyday Cognition by James M. Puckett, Hayne W.
Reese, Stanley H. Cohen, and Leslee K. Pollina
Investigating the Relationship between Cognition and Social
Thinking in Adulthood: Stereotyping and Attributional Processes by
Jane L. Rankin and Judith L. Allen
Perceived Problem Relevancy and Its Relationship to Reasoning on
Everyday Problems by Richard A. Sebby and Dennis R. Papini
Limits to Problem Solving: Emotion, Intention, Goal Clarity,
Health, and Other Factors in Postformal Thought by Jan D.
Sinnott
What Do We Do to Help John? A Case Study of Postformal Problem
Solving in a Family Making Decisions about an Acutely Psychotic
Member by Jan D. Sinnott
The Influences of Formal versus Informal Education on Planning
Skills: A Cultural Perspective by Fabienne Tanon
Expert Systems in Nature: Spoken Language Processing and Adult
Aging by Arthur Wingfield and Elizabeth A. L. Stine
Author Index
Subject Index
The contributors, reflecting a diversity of backgrounds assumptions, disciplines, and methods, describe postformal thought and its correlates from many perspectives.
JAN D. SINNOTT is Professor of Psychology and Director of the
Center for the Study of Adult Development at Towson State
University. / She is a well-known researcher on lifespan cognitive
development and publishes frequently on aging, sex roles, and adult
development. She edited Everyday Problem Solving (Praeger, 1989)
and co-edited Adult Development, Volumes 1 and 2 (Praeger, 1989 and
1990). She is co-editor of an upcoming book entitled Everyday
Memory.
JOHN C. CAVANAUGH is Professor of Psychology at Bowling Green State
University and Director of the Institute for Psychological Research
and Application. He is also Director for Behavioral Research at the
Northwest Ohio Dementia and Memory Center at the Medical College of
Ohio in Toledo. His research interests include: cognitive aging in
everyday life, self-evaluations of cognition and stress and coping
processes in caregivers of Alzheimer's disease patients. He
authored Adult Development and Aging.
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