Colleagues' work

(our work)

Armon, C. (1984). Ideals of the good life: Evaluative reasoning in children and adults. Unpublished Doctoral dissertation, Harvard, Boston.

Armon, C. (1993). Developmental conceptions of good work: A longitudinal study. In J. Demick & P. M. Miller (Eds.), Development in the workplace. (pp. 21-37). Hillsdale, NJ: Lawrence Erlbaum.

Baldwin, J. M. (1894). The development of the child of the race (Reprinted by Augustus M. Kelly, 1968 ed.). New York: MacMillan.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Englewood Cliffs, NJ.

Basseches, M. (1986). Cognitive-structural development and the conditions of employment. Human Development, 29, 101-112.

Bass, B. M. (1985). Leadership and performance beyond expectations. New York: The Free Press.

Basseches, M. (1984).

Blasi, A., & Hoeffel, E. C. (1974). Adolescence and formal operations. Human Development, 17, 344-363.

Burtis, P. J. (1982). Capacity increase and chunking in the development of short-term memory. Journal of Experimental Child Psychology, 34, 387-413.

Case, R. (1985). Intellectual development: Birth to adulthood. New York: Academic Press.

Case, R. (1991). The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Case, R., Okamoto, Y., Henderson, B., & McKeough, A. (1993). Individual variability and consistency in cognitive development: New evidence for the existence of central conceptual structures. In R. Case & W. Edelstein (Eds.), The new structuralism in cognitive development: Theory and research on individual pathways (pp. 71-100). Basel, Switzerland: S. Karger.

Colby, A., & Kohlberg, L. (1987a). The measurement of moral judgment, Vol. 1: Theoretical foundations and research validation. New York: Cambridge University Press.

Colby, A., & Kohlberg, L. (1987b). The measurement of moral judgment, Vol. 2: Standard issue scoring manual. New York: Cambridge University Press.

Commons, M. L., Richards, F. A., & Armon, C. (Eds.). (1983). Beyond formal operations. New York: Praeger.

Commons, M. L., Straughn, J., Meaney, M., Johnstone, J., Weaver, J. H., Lichtenbaum, E., Sonnert, G., Rodriquez, J. (1995, November). The general stage scoring system: How to score anything. Annual meeting of the Association for Moral Education.

Commons, M. L., Trudeau, E. J., Stein, S. A., Richards, S. A., & Krause, S. R. (1998). Hierarchical complexity of tasks shows the existence of developmental stages. Developmental Review, 18, 237-278.

Damon, W. (1977). Social world of the child. San Frnacisco: Jossey Bass.

Damon, W. (1990) The Moral Child: Nurturing children's natural moral growth. New York: The Free Press.

Damon, W., & Hart, D. (1988). Self-understanding in childhood and adolescence. New York: Cambridge University Press.

Demetriou, A., Platsidou, M., Efklides, A., Metallidou, Y., et al. (1991). The development of quantitative-relational abilities from childhood to adolescence: Structure, scaling, and individual differences. Learning & Instruction, 1, 19-43.

Demetriou, A., & Valanides, N. (1998). A three-level theory of the developing mind: Basic principles and implications for instruction and assessment. In R. J. Sternberg & W. M. Williams (Eds.), Intelligence, instruction, and assessment: Theory into practice (pp. 210-246). Mahwah, NJ: Erlbaum.

Drexler, Peggy (2005). Raising boys without men. Emmaus, PA: Rodale.

Fischer, K. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87, 477-531.

Fischer, K. W., & Bidell, T. R. (1998). Dynamic development of psychological structures in action and thought. In W. Damon & R. M. Lerner (Eds.), Handbook of Child Psychology: Theoretical models of human development (5 ed., pp. 467-561). New York: John Wiley & Sons.

Fischer, K. W., & Dawson, T. L. (2002). A new kind of developmental science: Using models to integrate theory and research. Monographs of the Society for Research in Child Development, 67(1,Serial No 268), 156-167.

Fischer, K. W., Hand, H. H., & Russel, S. (1984). The development of abstractions in adolescence and adulthood. In M. L. Commons, F. A. Richards & C. Armon (Eds.), Beyond formal operations: Late adolescent and adult cognitive development (pp. 43-73). New York: Praeger.

Fischer, K. W., & Lamborn, S. D. (1989). Mechanisms of variation in developmental levels: cognitive and emotional transitions during adolescence. In A. d. Ribaupierre (Ed.), Tansition Mechanisms in Child Development (pp. 33-67).

Fischer, K. W., & Rose, S. P. (1999). Rulers, clocks, and non-linear dynamics: Measurement and method in developmental research. In G. Savelsbergh & H. v. d. Maas & P. v. Geert (Eds.), Nonlinear developmental processes (pp. 197-212). Amsterdam: Royal Netherlands Academy of Arts and Sciences.

Glodis, K. A., & Blasi, A. (1993). The sense of self and identity among adolescents and adults. Journal of Adolescent Research, 8, 356-380.

Halford, G. (1999). The development of intelligence includes the capacity to processing relations of greater complexity. The development of intelligence. (pp. 193-213). Hove, England: Psychology Press/Taylor & Francis (UK).

Henderson, A. F., & Kegan, R. (1989). Learning, knowing, and the self: A constructive developmental view. In K. Field, B. J. Cohler & G. Wool (Eds.), Learning and education: Psychoanalytic perspectives. Emotions and behavior monographs, No. 6. (pp. 267-303). Madison, CT: International Universities Press.

Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, Massachusetts: Harvard University Press.

Keller, M., Eckensberger, L. H., & von Rosen, K. (1989). A critical note on the conception of preconventional morality: The case of stage 2 in Kohlberg's theory. International Journal of Behavioral Development, 12, 57-69.

Killen, M. (1991). Social and moral development in early childhood. In J. L. G. William M. Kurtines (Ed.), Handbook of moral behavior and development, Vol. 1: Theory (pp. 115-138): Lawrence Erlbaum Associates, Inc, Hillsdale, NJ, US.

Kitchener, K. S., & King, P. M. (1990). The reflective judgment model: ten years of research. In M. L. Commons, C. Armon, L. Kohlberg, F. A. Richards, T. A. Grotzer & J. D. Sinnott (Eds.), Adult development (Vol. 2, pp. 62-78). New York NY: Praeger.

Koplowitz, H. (1983). A projection beyond Piaget’s formal-operations stage: A general system stage and a unitary stage. In M. L. Commons, F. A. Richards & C. Armon (Eds.), Beyond formal operations (pp. 272-295). New York: Praeger.

Noelting, G., Rousseau, J. P., Coude, G., Bond, T., & Brunel, M.-L. (2000). Can qualitative stage characteristics be revealed quantitatively? Archives de Psychologie, 68, 259-275.

Pascual-Leone, J., & Goodman, D. (1979). Intelligence and experience: A neoPiagetian approach. Instructional Science, 8, 301-367.

Perry, W. G. (1970). Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart, & Winston.

Piaget, J. (1970). Structuralism (C. Maschler, Trans.). New York: Harper & Row.

Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development (T. Brown & K. J. Thampy, Trans.). Chicago: The University of Chicago Press.

Piaget, J. (2000). Studies in reflecting abstraction (R. L. Campbell, Trans.). Hove: Psychology Press.

Piaget, J., & Garcia, R. (1991). Toward a logic of meanings (P. M. Davidson & J. Easley, Trans.). Mahwah, NJ: Lawrence Erlbaum.

Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York: Basic Books.

Popper, M., & Mayseless, O. (2003). Back to basics: Applying a parenting perspective to transformational leadership. Leadership Quarterly, 41-65.

Rose, S. P. & Fischer, K. W. (1989). Constructing task sequences: A structured approach to skill theory. Unpublished manuscript. Harvard, Cambridge, MA.

Selman, R. L. (1980). The growth of interpersonal understanding: Developmental and clinical analyses. New York: Academic Press.

Shweder, R. A., Mahapatra, M., & Miller, J. G. (1987). Culture and moral development. In J. Kagan & S. Lamb (Eds.), The emergence of morality in young children (pp. 1-83). Chicago: University of Chicago Press.

Turiel, E. (1983). The development of social knowledge: Morality and convention. Cambridge, England: Cambridge University Press.

Vuyk, R. (1981). Critique and overview of Piaget’s genetic epistemology, 1965-1980 (Vol. 1). New York: Academic Press.

Werner, H. (1957). Symbolic mediation and organization of thought: An experimental approach by means of the line schematization technique. Journal of Psychology, 43, 3-25.

Background

Colleagues' work