The Structuring of Experience PDF
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The 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
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