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7 - Interacting time scales in personality (and cognitive) development: Intentions, emotions, and emergent forms

Published online by Cambridge University Press:  22 September 2009

By
Marc D. Lewis
Edited by
Nira Granott  and
Jim Parziale
Marc D. Lewis
Affiliation:
Department of Human Development and Applied Psychology, Ontario Institute for Studies in Education, University of Toronto
Nira Granott
Affiliation:
University of Texas, Dallas
Jim Parziale
Affiliation:
University of Massachusetts, Boston
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Summary

The relations between time scales of development, particularly microdevelopment and macrodevelopment, remain largely unexplored, both theoretically and empirically. How do processes in real time affect the laying down of shape and structure over developmental time? How do momentary events create novel forms or patterns that last for years or even a lifetime? The opposite causal direction is just as mysterious. How do longstanding patterns, only visible on a developmental scale, influence activity in real time, and very often in a way that serves to further entrench those patterns? Like the activity of a sculptor, small movements create lasting form that directs subsequent movements, as the sculptor comes to recognize the shape to which the medium gives rise. Yet there is no sculptor. Development may better resemble M. C. Escher's famous lithograph of two hands drawing each other: the form creates itself.

One of the most serious conundrums for cognitive developmentalists has been the integration of time scales of learning and development. When learning and development are simply viewed as different amounts of the same thing, theorists fail to look for the transformations through which they are related (Lerner, 1995). Conversely, when they are considered incommensurable, theorists tend to dismiss one and concentrate on the other rather than recognize their intrinsic complementarity (Granott, 1998). When learning and development are viewed as distinct yet complementary, their relationship is often assumed to be unidimensional and context-free, a perspective that obscures the multiple, nonlinear pathways that connect them (Fischer & Granott, 1995).

Type
Chapter
Information
Microdevelopment
Transition Processes in Development and Learning
 , pp. 183 - 212
Publisher: Cambridge University Press
Print publication year: 2002

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