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1、Socialcognitionandenvironmentalstructure:Acritiqueofassimilation-sidedevelopmentalpsychologyMICHAELCHANDLERUniversityofBritishColumbiaABSTRACTThreestudiesofsocial-cognitivedevelopmentaresummarized.Thesebuilduponacon-ceptualframeworkandillustrateaninvestigativestrategyintendedtoreplaceexclusive
2、lysubject-centered,assimilation-sideaccountswithamoreexplicitlytransactionalmodelwhichfocusesequalattentionuponthestructuralcharacteristicsofbothsubjectsandtheirsocialstimulusenvironments.Thesestudies,whichdealtwiththeexperienceofcrowding,theinterpretationofpsychologicaldefensemechanisms,andth
3、eprocessofmoraldelibera-tion,followacommonformat.Theformalstructureofchildren'scognitionsandtheirrele-vantsocialenvironmentsarecharacterized,andthenproblem-solvingcompetenceisex-ploredinrelationtobothofthesestructuraldimensions.Takenincombination,theresultsofthesestudiessupportthecallforamoreb
4、alancedconsiderationofthestructuralfeaturesofbothsubjectsandtheirsocialenvironments.Thispapersummarizesseveralstudiesconcernedwiththecourseofsocial-cognitivedevelopment.Whileaspectsofthisresearchhavebeenpresentedelsewhere(Chandler,Koch&Paget,1977;Chandler,Paget&Koch,1978;Chandler,Siegal&Boyes,
5、1980),thevariablecontentandserialappearanceofthesepublicationshavelikelyobscuredthecommonconcernswhichmotivatedthemandwhichserveasthefocusofthisreport.Theseconcernscenterupontheapparentfailureoftheavailablecognitivedevelopmentalliteraturetoadequatelyconsidertheroleofthestimulusenvironmentinsha
6、pingthedevelopmentalprocess.Thediscus-sionwhichfollowsbeginswithanattempttoaccountforthisapparentoversight,andthengoesontosummarizeaseriesofstudiesmeanttoil-lustratearesearchstrategyaimedatrestoringamoremeaningfulcon-ceptualplacetotheaccommodatorypressofthestimulusenvironment.Radicalconstructi
7、vismandassimilation-sidecognitiveeconomicsHistorically,responsibilityforthedirectionalthrustofdevelopmentwasassignedinfranklyexclusionaryways,andchildrenwerealternativelyheldtogrowupastheydideitherbecauseoforinspiteoftheirparticularstim
