This volume aims to contribute to the integration of three traditions that have remained separate in psychology. Specifically, the developmental, the psychometric, and the cognitive tradition. In order to achieve this aim, the text deals with these three aspects of human knowing that have been the focus of one or more of the three traditions for many years. Answers are provided to questions such as the following: What is common to intelligence, mind, and reasoning? What is specific to each of these three aspects of human knowing? How does each of them affect the functioning and development of the other?

The chapters are organized into two parts. Part I focuses on intelligence and mind and has reasoning at the background. The papers in this part present new theories and methods that systematically attempt to bridge psychometric theories of intelligence with theories of cognitive development or information processing theories. Part II focuses on mind and reasoning and has intelligence at the background. The papers in this part develop models of reasoning and attempt to show how reasoning interacts with mind and intelligence. Two discussion chapters are also included. These highlight the convergences and the divergences of the various traditions as represented in the book.

Developmental Psychology examines human developmental processes and transitions in infancy, childhood, adolescence and adulthood. Renowned international contributors systematically present the theoretical paradigms and current methods relating to the many subfields of developmental psychology, including: the biological bases of development perceptual and motor development cognitive development communication and language development social development personality and emotional development moral development and wisdom developmental psychopathology This book’s critical viewpoint, broad coverage and emphasis on processes and dynamic interactions, rather than plain states and stages, will be of wide appeal to undergraduate students of developmental and educational psychology. It will also be highly relevant to postgraduate students and specialists in psychology and education requiring a comprehensive, up-to-data account of the various subfields of developmental psychology.

This Monograph formulates a comprehensive theoretical system that integrates information processing, individual differences, and developmental approaches to the study of the mind. Supporting this system is a longitudinal study that explores relations among information processing efficiency, working memory, and thinking of children 8 to 16 years of age. Results demonstrate that how efficiently one processes information is the main factor underlying the development of working memory. Working memory itself is the main factor underlying individual differences in thinking. Moreover, the study revealed the existence of alternative development pathways. For some cognitive development proceeds at a fast and stable rate; for other the rate is fast and unstable; and for others it is slow and stable. These individual differences in the development depend upon the dynamic combination of the conditions of processing efficiency, working memory, and thinking.

This Monograph presents a theory of cognitive development. The theory argues that the mind develops across three fronts. The first refers to a general processing system that defines the general potentials of mind to develop cognitive strategies and skills. The second refers to a hypercognitive system that governs self-understanding and self-regulation. The third involves a set of specialized structural systems that are responsible for the representation and processing of different reality domains.