These companion volumes bring together research and theoretical
work that addresses the relations between social context and the
development of children. They allow for the in-depth discussion of
a number of vital metatheoretical, theoretical, and methodological
issues that have emerged as a result of increased investigation in
these areas. For example: Which methodological and statistical
procedures are appropriate and applicable to studies of social
context and processes of development? Should the nature of social
context be reconceptualized as something more than different levels
of some social independent variable? Are theories of development
that do not consider social context incomplete? Will the
increasingly finer definitions of social context lead to extreme
situationism and contextualism? As developmental theory and
investigation continues to address relationships between social and
cognitive development, it becomes increasingly important that
issues concerning social context be elaborated and discussed.
General
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