Kurt W Fischer
Datos Biográficos
| ID | 3435510 |
|---|---|
| NOMBRE | Kurt W Fischer |
| NOMBRES | Kurt W |
| APELLIDO | Fischer |
| FIRMA | FISCHER K W |
| AFILIACIONES | University of Denver |
| ORCID | 0000-0001-7587-4536 |
| VERIFICADO | No |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAS | 80 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1970 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2011 |
| ÍNDICE H | 6 |
Directions for Mind, Brain, and Education
In this article we frame a set of important issues in the emerging field of Mind, Brain, and Education in terms of three broad headings: methods, models, and morality. Under the heading of methods we suggest that the need for synthesis across scientific and practical disciplines entails the pursuit of usable knowledge via a catalytic symbiosis between theory, research, and practice. Under the heading of models the goal of producing usable knowled…
Contents, Vol. 38, 1995
Beyond One-Dimensional Change
Development and learning involve similar changes in the organization of behavior, within different time frames. A potentially powerful way to relate learning and development is through the study of microdevelopment, in which short-term changes are analyzed as developmental functions. Research on microdevelopment has been stymied, however, by assumptions that have restricted analysis to nonecological, one-dimensional concepts. Traditional paradigm…
Commentary
Toward a refined view of aggressive fantasy as a risk factor for aggression
Over three decades of research have established a positive connection between fantasizing about aggression and enacting aggression. Such findings have provided strong evidence against the catharsis view of aggressive fantasy. However, little attention has been paid to the potentially nuanced nature of the link between fantasy aggression and actual aggression. In the present article, we examined the influence of four variables in the aggressive fa…
The organisation of Chinese shame concepts?
This study examined Chinese shame concepts. By asking native Chinese to identify terms for shame, we collected 113 shame terms. Hierarchical cluster analysis of sorted terms yielded a comprehensive map of the concept. We found, at the highest abstract level, two large distinctions of “shame state, self‐focus” and “reactions to shame, other‐focus.” While the former describes various aspects of actual shame experience that focuses on the self, the …
Always Under Construction
People’s activities vary dynamically from moment to moment, and analysis of level of skill complexity in successive activities provides a tool to portray and analyze variation as skills are learned. Systematic examination of these variations is crucial for illuminating the dynamic nature of learning and development – the ways that people construct activities under the influence of multiple factors interacting in complex ways, in context, over tim…
Constructive criticism and social lies
To provide an assessment of the dynamics of development of complex sociomoral concepts, a 10-step scale for assessing development of understanding relations between honesty and kindness was administered under multiple assessment conditions to 113 youths who were 9-20 years old. The sequence proved to be both scalable and reliable, even while level of understanding varied greatly as a function of contextual support and practice. Development moved …
Developmental range of reflective judgment
In this study of K. W Fischer's (1980) skill theory and the development of reflective judgment (K. S. Kitchener & P. M. King, 1981), 156 students, 14-28 years old, were tested. Two thirds responded to the Reflective Judgment Interview (RJI) and the Prototypic Reflective Judgment Interview (PRJI) twice, with the 2 administrations approximately 2 weeks apart. The remaining one third were tested at 2-week intervals only on the RJI. The PRJI was desi…
Bildkommunikation
Acquisition of self and mother knowledge in infancy
Adolescents' theories about the development of their relationships with parents
Using a retrospective method, we assessed late adolescents' developmental theories about their affective relationships with their parents. Subjects used drawings and questionnaire ratings to portray their relationships with parents at five points between infancy and the present. From infancy to their current age, adolescents portrayed their relationships in two major ways. They perceived themselves as gaining in responsibility, dominance, indepen…
A Longitudinal Study of Moral Judgment
Anne Colby, Lawrence Kohlberg, John Gibbs, Marcus Lieberman, Kurt Fischer, Herbert D. Saltzstein, A Longitudinal Study of Moral Judgment, Monographs of the Society for Research in Child Development, Vol. 48, No. 1/2, A Longitudinal Study of Moral Judgment (1983), pp. 1-124
Developmental levels as periods of discontinuity
Developmental levels appear to be marked by discontinuities-that is, sudden spurts or changes in behavior. Both characteristics of the child and environmental conditions determine when and how these discontinuities occur
The emergence of representation in search
Patterns of data
The study of cognitive development should move beyond grand metaphoric theories to the specification of patterns of data for each central developmental construct
Explaining the Oedipus conflict
The emergence and resolution of the Oedipus conflict are based in the preschool child's developing understanding of social roles in the nuclear family
Intelligence and Adaptation
A theory of cognitive development
Development of social roles in elicited and spontaneous behavior during the preschool years
In two experiments, children between ll/2 and 7l/2 years of age were tested on a predicted, eight-step sequence of the development of social roles. Performance on this sequence was related to two measures of more spontaneous behavior. Nearly all children fit the predicted sequence perfectly. By 2 years of age, most children could make a doll act as an independent agent. The majority of 3-year-olds could make a doll carry out several behaviors fit…
The question of decalage between object permanence and person permanence
Development of self-recognition in the infant
A hypothesized five-stage developmental sequence of self-recognition behaviors was tested in 48 infants between 6 and 24 months of age, and the self-recognition sequence was compared to the development of object permanence. The predicted self-recognition sequence consisted of five tasks that the infants performed in front of the mirror, with later-developing tasks requiring the coordination of a larger number of behaviors relating to the infant's…
What reinforces in a social reinforcement situation words or expressions
Development of self-recognition in the infant
A hypothesized five-stage developmental sequence of self-recognition behaviors was tested in 48 infants between 6 and 24 months of age, and the self-recognition sequence was compared to the development of object permanence. The predicted self-recognition sequence consisted of five tasks that the infants performed in front of the mirror, with later-developing tasks requiring the coordination of a larger number of behaviors relating to the infant's…
Development of social roles in elicited and spontaneous behavior during the preschool years
In two experiments, children between ll/2 and 7l/2 years of age were tested on a predicted, eight-step sequence of the development of social roles. Performance on this sequence was related to two measures of more spontaneous behavior. Nearly all children fit the predicted sequence perfectly. By 2 years of age, most children could make a doll act as an independent agent. The majority of 3-year-olds could make a doll carry out several behaviors fit…
Adolescents' theories about the development of their relationships with parents
Using a retrospective method, we assessed late adolescents' developmental theories about their affective relationships with their parents. Subjects used drawings and questionnaire ratings to portray their relationships with parents at five points between infancy and the present. From infancy to their current age, adolescents portrayed their relationships in two major ways. They perceived themselves as gaining in responsibility, dominance, indepen…
Developmental range of reflective judgment
In this study of K. W Fischer's (1980) skill theory and the development of reflective judgment (K. S. Kitchener & P. M. King, 1981), 156 students, 14-28 years old, were tested. Two thirds responded to the Reflective Judgment Interview (RJI) and the Prototypic Reflective Judgment Interview (PRJI) twice, with the 2 administrations approximately 2 weeks apart. The remaining one third were tested at 2-week intervals only on the RJI. The PRJI was desi…
Acquisition of self and mother knowledge in infancy
The question of decalage between object permanence and person permanence
Toward a refined view of aggressive fantasy as a risk factor for aggression
Over three decades of research have established a positive connection between fantasizing about aggression and enacting aggression. Such findings have provided strong evidence against the catharsis view of aggressive fantasy. However, little attention has been paid to the potentially nuanced nature of the link between fantasy aggression and actual aggression. In the present article, we examined the influence of four variables in the aggressive fa…
Constructive criticism and social lies
To provide an assessment of the dynamics of development of complex sociomoral concepts, a 10-step scale for assessing development of understanding relations between honesty and kindness was administered under multiple assessment conditions to 113 youths who were 9-20 years old. The sequence proved to be both scalable and reliable, even while level of understanding varied greatly as a function of contextual support and practice. Development moved …
Directions for Mind, Brain, and Education
In this article we frame a set of important issues in the emerging field of Mind, Brain, and Education in terms of three broad headings: methods, models, and morality. Under the heading of methods we suggest that the need for synthesis across scientific and practical disciplines entails the pursuit of usable knowledge via a catalytic symbiosis between theory, research, and practice. Under the heading of models the goal of producing usable knowled…
What reinforces in a social reinforcement situation words or expressions
The question of decalage between object permanence and person permanence
Development of self-recognition in the infant
A hypothesized five-stage developmental sequence of self-recognition behaviors was tested in 48 infants between 6 and 24 months of age, and the self-recognition sequence was compared to the development of object permanence. The predicted self-recognition sequence consisted of five tasks that the infants performed in front of the mirror, with later-developing tasks requiring the coordination of a larger number of behaviors relating to the infant's…
A theory of cognitive development
Development of social roles in elicited and spontaneous behavior during the preschool years
In two experiments, children between ll/2 and 7l/2 years of age were tested on a predicted, eight-step sequence of the development of social roles. Performance on this sequence was related to two measures of more spontaneous behavior. Nearly all children fit the predicted sequence perfectly. By 2 years of age, most children could make a doll act as an independent agent. The majority of 3-year-olds could make a doll carry out several behaviors fit…
The emergence of representation in search
Patterns of data
The study of cognitive development should move beyond grand metaphoric theories to the specification of patterns of data for each central developmental construct
Explaining the Oedipus conflict
The emergence and resolution of the Oedipus conflict are based in the preschool child's developing understanding of social roles in the nuclear family
Intelligence and Adaptation
A Longitudinal Study of Moral Judgment
Anne Colby, Lawrence Kohlberg, John Gibbs, Marcus Lieberman, Kurt Fischer, Herbert D. Saltzstein, A Longitudinal Study of Moral Judgment, Monographs of the Society for Research in Child Development, Vol. 48, No. 1/2, A Longitudinal Study of Moral Judgment (1983), pp. 1-124
Developmental levels as periods of discontinuity
Developmental levels appear to be marked by discontinuities-that is, sudden spurts or changes in behavior. Both characteristics of the child and environmental conditions determine when and how these discontinuities occur
Adolescents' theories about the development of their relationships with parents
Using a retrospective method, we assessed late adolescents' developmental theories about their affective relationships with their parents. Subjects used drawings and questionnaire ratings to portray their relationships with parents at five points between infancy and the present. From infancy to their current age, adolescents portrayed their relationships in two major ways. They perceived themselves as gaining in responsibility, dominance, indepen…
Bildkommunikation
Acquisition of self and mother knowledge in infancy
Developmental range of reflective judgment
In this study of K. W Fischer's (1980) skill theory and the development of reflective judgment (K. S. Kitchener & P. M. King, 1981), 156 students, 14-28 years old, were tested. Two thirds responded to the Reflective Judgment Interview (RJI) and the Prototypic Reflective Judgment Interview (PRJI) twice, with the 2 administrations approximately 2 weeks apart. The remaining one third were tested at 2-week intervals only on the RJI. The PRJI was desi…
Constructive criticism and social lies
To provide an assessment of the dynamics of development of complex sociomoral concepts, a 10-step scale for assessing development of understanding relations between honesty and kindness was administered under multiple assessment conditions to 113 youths who were 9-20 years old. The sequence proved to be both scalable and reliable, even while level of understanding varied greatly as a function of contextual support and practice. Development moved …
Always Under Construction
People’s activities vary dynamically from moment to moment, and analysis of level of skill complexity in successive activities provides a tool to portray and analyze variation as skills are learned. Systematic examination of these variations is crucial for illuminating the dynamic nature of learning and development – the ways that people construct activities under the influence of multiple factors interacting in complex ways, in context, over tim…
The organisation of Chinese shame concepts?
This study examined Chinese shame concepts. By asking native Chinese to identify terms for shame, we collected 113 shame terms. Hierarchical cluster analysis of sorted terms yielded a comprehensive map of the concept. We found, at the highest abstract level, two large distinctions of “shame state, self‐focus” and “reactions to shame, other‐focus.” While the former describes various aspects of actual shame experience that focuses on the self, the …
Toward a refined view of aggressive fantasy as a risk factor for aggression
Over three decades of research have established a positive connection between fantasizing about aggression and enacting aggression. Such findings have provided strong evidence against the catharsis view of aggressive fantasy. However, little attention has been paid to the potentially nuanced nature of the link between fantasy aggression and actual aggression. In the present article, we examined the influence of four variables in the aggressive fa…
Contents, Vol. 38, 1995
Beyond One-Dimensional Change
Development and learning involve similar changes in the organization of behavior, within different time frames. A potentially powerful way to relate learning and development is through the study of microdevelopment, in which short-term changes are analyzed as developmental functions. Research on microdevelopment has been stymied, however, by assumptions that have restricted analysis to nonecological, one-dimensional concepts. Traditional paradigm…
Commentary
Directions for Mind, Brain, and Education
In this article we frame a set of important issues in the emerging field of Mind, Brain, and Education in terms of three broad headings: methods, models, and morality. Under the heading of methods we suggest that the need for synthesis across scientific and practical disciplines entails the pursuit of usable knowledge via a catalytic symbiosis between theory, research, and practice. Under the heading of models the goal of producing usable knowled…
Psychology (21 obras) · Developmental psychology (13 obras) · Cognitive psychology (10 obras) · Child and Animal Learning Development (9 obras) · Computer Science (8 obras) · Social Psychology (8 obras) · Social Psychology (6 obras) · Cognition (5 obras) · Cognitive science (5 obras) · Mathematics (5 obras)