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"Sokol, Bryan W"
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Taking and Coordinating Perspectives
Despite being eclipsed in recent years by simulation theory, theory of mind and accounts of executive functioning, social-relational approaches to perspective taking and coordination based on the ideas of Jean Piaget and George Herbert Mead have never completely disappeared from the literature of developmental psychology. According to the social-relational view presented here, perspectives are holistic orientations to situations, within which individuals coordinate their actions and interactions with objects and others. The developmental processes by which perspectives are occupied, differentiated, and coordinated move from (1) prereflective interactivity (i.e., positioning within routine, repetitive interactive sequences during infancy and early childhood), to (2) reflective intersubjectivity (i.e., the simultaneous consideration and use of multiple perspectives within the intersubjective transactions of later childhood and early adolescence – processes that are accelerated and extended through increasingly sophisticated uses of language), and finally to (3) metareflective sociality (i.e., the abstracted and generalized social engagement across a diversity of personal, interpersonal, and sociocultural perspectives witnessed in mature adult negotiations and problem solving). These social-relational processes are used to reinterpret, revise, and extend Robert Selman’s theory of the development of perspective taking and coordination. The result is a developmental process of occupying, experiencing, coordinating, and engaging across a diversity of perspectives within interactive, intersubjective, and psychological-sociocultural transactions that spans the course of individuals’ lives and captures some facets of the complex, transformative, and ongoing interplay between societies and persons.
Journal Article
Personal Persistence, Identity Development, and Suicide: A Study of Native and Non-Native North American Adolescents
Five studies examined personal continuity among Native and non-Native North American adolescents. Demonstrated that reasoning about personal persistence proceeds in an orderly and increasingly sophisticated manner over identity development. Failures to warrant self-continuity were strongly associated with increased suicide risk. Efforts to preserve and promote Aboriginal culture related to dramatic reductions in youth suicide. Aboriginal and non-Aboriginal youth used different strategies for resolving the personal persistence and change paradox. (Author/KB)
Journal Article
Beliefs about Truth and Beliefs about Rightness
Children's developing conceptions of what is right or proper are commonly studied without reference to concomitant changes in their understanding of beliefs, just as studies of young people's maturing grasp of the belief entitlement process ordinarily proceed separately from any examination of the value considerations that invest beliefs with meaning. In an effort to reverse these isolationist practices, a case is made for rereading the fact-value dichotomy that currently works to divide the contemporaneous literatures dealing with children's moral reasoning development and their evolving theories of mind. Findings from two research programs, in which children's beliefs about truth and rightness are combined, serve to illustrate the natural interdependence of these moral and epistemic matters.
Journal Article
Self-Regulation and Autonomy
Self-regulation and autonomy have emerged as key predictors of health and well-being in several areas of psychology. This timely volume brings together eminent scholars at the forefront of this research, which is taking place in disciplines including developmental psychology, developmental neuroscience, social psychology and educational psychology. The contributors present ideas and research findings on the development of self-regulation and autonomy, including their biological bases, antecedents and consequences. Editors Bryan W. Sokol, Frederick M. E. Grouzet and Ulrich Müller have shaped the volume's multidisciplinary perspective on self-regulation and autonomy to reflect the legacy of Jean Piaget, the trailblazing developmental psychologist whose work drew on a diverse body of research.
eBook
Good Fences Make Good Neighbors
Sokol and Martin discuss whether cognitive-developmental and behavior-analytic traditions are not better kept separate until their possible complementarity can be explored more thoroughly.
Journal Article
A penny is your thoughts? Reflections on a Wittgensteinian proposal
Although in fundamental agreement with Carpendale & Lewis's (C&L's) position, we discuss a potential source of confusion regarding the socially constituted nature of mental states. Drawing from recent work by Kusch (1997; 1999), we argue, more specifically, that mental states are instances of “artificial kinds,” and so, stand between the more common classificatory extremes of “the natural” and “the social.”
Journal Article
HUMAN AGENCY AND THE \JOINTS\ OF SOCIAL EXPERIENCE: A COMMENTARY ON WAINRYB, BREHL, AND MATWIN
Sokol and Hammond comment on a study by Wainryb et al of children and youth's moral reasoning and behavior. They praise the authors for offering a bridge between cognitive-development and narrative accounts of morality.
Journal Article