Table Of ContentThe Structuring
of Experience
The Structuring
of Experience
v
Edited by Ina C. Uzgiris
Clark University
Worcester, Massachusetts
and Fredric Weizmann
York University
Downsview, Ontario, Canada
Plenum Press· New York and London
Library of Congress Cataloging in Publication Data
Main entry under title:
The structuring of experience.
A collection of papers written to honor Joseph McVicker Hunt, on the occasion
of his 70th birthday.
Includes bibliographies and index.
CONTENTS: Weizmann, F. Praxis and interaction: the psychology of Joseph
McVicker Hunt.-McGuire, T. R. and Hirsch, J. General intelligence (g) and heri
tability (H2, h2).-Guilford, J. P. Development of intelligence: a multivariate view.
[etc.)
1. Child psychology-Addresses, essays, lectures. 2. Hunt, Joseph McVicker,
1906- I. Hunt, Joseph McVicker, 1906- II. Uzgiris, Ina C. III. Weiz-
mann, Fredric.
BF721.S835 155.4 76-45357
ISBN-13: 978-1-4615-8788-0 e-ISBN-13: 978-1-4615-8786-6
DOl: 10.1007/978-1-4615-8786-6
© 1977 Plenum Press, New York
Softcover reprint of the hardcover 1st edition 1977
A Division of Plenum Publishing Corporation
227 West 17th Street, New York, N.Y. 10011
All rights reserved
No part of this book may be reproduced, stored in a retrieval system, or transmitted,
in any form or by any means, electronic, mechanical, photocopying, microfilming,
recording, or otherwise, without written permission from the Publisher
Effectus non aequat causam. C'est la dis
symetrie qui cree Ie phenomene.
(The effect is not equal to the cause. It is
asymmetry that creates a phenomenon.)
-PIERRE CURIE
Information is what changes us.
-STAFFORD BEER
Preface
The articles which make up this book were all expressly written to honor a
remarkable man and a remarkable psychologist, Joseph McVicker Hunt, on
the occasion of his 70th birthday.
The contributors to this volume, with the exception of Hunt's teacher, J.
P. Guilford, are students and colleagues of Hunt's whose intellectual and
professional paths have crossed his in some significant way.
In terms of content, the contributions collectively range across many of
the conventional boundaries that demarcate the territories into which psy
chological subject-matter has been divided. In so doing, they remain faithful
to the man they honor, for whom such boundaries have had, at best, only
provisional reality. Yet as the introductory chapter attempts to make clear,
there is a unifying theme that lies behind the apparent diversity of Hunt's
work. While we wished to mark Hunt's specific contributions to the diverse
areas represented in this book, we also hoped to capture the unity of
viewpoint that ties them together.
Recently the constructivist orientation has gained ground in several
subject-matter areas within psychology. Since Hunt's viewpoint shares much
with this orientation, it seemed appropriate on this occasion to examine the
change in questions, methodologies, and interpretations brought about by
the constructivist-interactionist approach. The theme that we hoped to
highlight in this book is the active partnership between the individual and
environmental conditions in constructing life events for the individual that,
in turn, contribute to ordered and organized psychological change and
development. Throughout life, experience not only is constructed but is
structured as well.
No book dedicated to Joe Hunt can ignore the personal qualities that
are as important to those people with whom he has worked as his scholarly
achievements. Perhaps the most impressive of these qualities is the way he
has unstintingly given of himself to help encourage students and young
vii
viii Preface
psychologists. As some of his senior colleagues can testify, to their occasional
chagrin, Hunt could make time to see an undergraduate when he had no
time to see them: his concern for fostering beginnings in people is character
istic not only of his professional work. In Eriksonian terms, one could aptly
describe Hunt as truly generative.
We dedicate this book to Joe Hunt, then, not only with respect, but also
with affection and gratitude.
INA C" . UZv GIRIS
FREDRIC WEIZMANN
Shortly after writing his chapter for this book, Leonard Kogan died.
While we had only known Dr. Kogan a short time, we had come to like
and esteem him, and we remain greatly saddened by his untimely death.
Acknowledgment
No book is completed without the support and assistance of a number of
individuals. We cannot list them all here; however, we wish particularly to
acknowledge the assistance of Ms. Bonnie B. Stone, secretary to J. McV.
Hunt, in providing us with needed materials, and of Ms. Bobbi Karman, who
kept up the correspondence between the authors and Worcester and helped
with various secretarial tasks.
C.
I. U.
F.W.
ix
Contributors
Jane Attanucci • Harvard Preschool Project, Graduate School of
Education, Harvard University, Cambridge, Mass.
J.
William P. Burke • F. Kennedy Center for Research on Education
and Human Development, George Peabody Col
lege for Teachers, Nashville, Tenn.
Charles N. Cofer • Department of Psychology, Pennsylvania State Uni
versity, University Park, Pa.
Jane Doherty • Department of Psychological Sciences, Purdue U ni
versity, West Lafayette, Ind.
Rogers Elliott • Department of Psychology, Dartmouth College,
Hanover, N.H.
Norman S. Endler • Department of Psychology, York University,
Downsview, Ontario, Canada.
William Fowler • Department of Applied Psychology, Ontario Insti
tute for Studies in Education, Toronto, Ontario,
Canada.
J.
David Greenberg • Department of Psychiatry, University of Illinois at
the Medical Center, Chicago, Ill.
Gerald E. Gruen • Department of Psychological Sciences, Purdue
University, West Lafayette, Ind.
J.
P. Guilford • University of Southern California, Los Angeles,
Calif.
H. Carl Haywood • J. F. Kennedy Center for Research on Education
and Human Development, George Peabody Col
lege for Teachers, Nashville, Tenn.
Jerry Hirsch • Department of Psychology and Ecology, Ethology
and Evolution, University of Illinois at Urbana
Champaign, Urbana, Ill.
xi
xii Contributors
Barbara Kaban • Harvard Preschool Project, Graduate School of
Education, Harvard University, Cambridge, Mass.
Leonard S. Kogan • Center for Social Research, City University of New
York, New York, N.Y.
Robert B. McCall. The Fels Research Institute, Yellow Springs, Ohio.
Paul E. McGhee • The Fels Research Institute, Yellow Springs, Ohio.
Terry R. McGuire • Interdisciplinary Program of Genetics, University
of Illinois at Urbana-Champaign, Urbana, Ill.
Herbert C. Quay • Department of Applied Social Sciences, University
of Miami, Coral Gables, Fla.
Bernice Shapiro • Harvard Preschool Project, Graduate School of
Education, Harvard University, Cambridge, Mass.
Jesse Smith • Center for Social Research, City University of New
York, New York, N.Y.
C.
Ina Uzgiris • Department of Psychology, Clark University,
Worcester, Mass.
Theodore D. Wachs • Department of Psychological Sciences, Purdue Uni
versity, West Lafayette, Ind.
Fredric Weizmann • Department of Psychology, York University,
Downsview, Ontario, Canada.
Burton L. White • Harvard Preschool Project, Graduate School of
Education, Harvard University, Cambridge, Mass.
Contents
1 Praxis and Interaction: The Psychology of J. McVicker Hunt 1
Fredric Weizmann
2 General Intelligence (g) and Heritability (H2, h2) 25
Terry R. McGuire and Jerry Hirsch
3 Development of Intelligence: A Multivariate View 73
J.
P. Guilford
4 Plasticity and Structure: The Role of Experience in Infancy' .. 89
Ina C. Uigiris
5 Competence and Experience. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 115
Burton L. White, Barbara Kaban, Bernice Shapiro, and
Jane Attanucci
6 The Optimal Stimulation Hypothesis and Early Development:
Anybody Got a Match? ................................... 153
Theodore D . Wachs
7 The Discrepancy Hypothesis of Attention and Affect in Infants 179
Robert B. McCall and Paul E. McGhee
8 Visual Attention in Infancy: Processes, Methods, and Clinical
Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 211
J.
David Greenberg
9 Development of Individual Differences in Intrinsic Motivation 235
H. Carl Haywood and William P. Burke
xiii
