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Rose, L. T., & Fischer, K. W. (in press). Dynamic systems theory. In R. A. Shweder (Ed.), Chicago companion to the child. Chicago: University of Chicago Press.
Fischer, K. W., van Geert, Paul (2009). Dynamic Systems and the Quest for Individual-Based Models of Change and Development. In J. P. Spencer, M.C.S. Thomas, J. L. McClelland (Eds.), Toward a Unified Theory of Development: Connectionism and Dynamic Systems Theory Re-considered. pp. 313-336. Oxford University Press.
Fischer, K. W. (2009). Mind, Brain, and Education: Building a scientific groundwork for learning and teaching. Mind, Brain, and Education, 3, 2-15.
Fischer, K. W., Stewart, J., & Stein, Z. (2008). Process and skill: Analyzing dynamic structures of growth. In F. Riffert & H.-J. Sander (Eds.), Researching with Whitehead: System and adventure (pp. 327-367). Munich: Verlag Karl Alber.
Fischer, K. W., & Immordino-Yang, M. H. (2008).
The fundamental importance of the brain and learning for education.
In The Jossey-Bass reader on the brain and learning (pp. xvii-xi).
San Francisco: Jossey-Bass.
Rose, L. T., & Fischer, K. W. (in press). Dynamic systems theory.
In R. A. Shweder (Ed.), Chicago companion to the child. Chicago:
University of Chicago Press.
Fischer, K. W. (2008). Dynamic cycles of cognitive and brain development:
Measuring growth in mind, brain, and education. In A. M. Battro,
K. W. Fischer & P. Léna (Eds.), The educated brain (pp. 127-150).
Cambridge U.K.: Cambridge University Press.
Fischer,
K. W., Bernstein, J. H., & Immordino, M. H. (2007). Mind, brain,
and education in reading disorders. Cambridge U.K.: Cambridge University
Press. (Chapter 1 download)
Fischer, K. W., Daniel, D., Immordino-Yang, M. H., Stern, E., Battro, A., & Koizumi, H. (2007). Why Mind, Brain, and Education? Why Now? Mind, Brain, and Education, 1(1), 1-2.
Li, J., &
Fischer, K. W. (2007, in press). Respect as a positive self-conscious
emotion in European Americans and Chinese. In J. L. Tracy & R. W.
Robins & J. P. Tangney (Eds.), The self-conscious emotions: Theory
and research. New York: Guilford.
Mascolo,
M. F., & Fischer, K. W. (2007, in press). The co-development of self
and socio-moral emotions during the toddler years. In C. A. Brownell &
C. B. Kopp (Eds.), Transitions in early socioemotional development: The
toddler years.New York: Guilford.
Rappolt-Schlichtman, G., Tenenbaum, H. R., Koepke, M. F., & Fischer, K. W. (2007). Transient and robust knowledge: Contextual support and the dynamics of children's reasoning about density. Mind, Brain, and Education, 1, 98-108.
Yan, Z., & Fischer, K. W. (2007). Pattern emergence and pattern transition in microdevelopmental variation: Evidence of complex dynamics of developmental processes. Journal of Developmental Processes, 2(2), 39-62.
Ayoub,
C. C., & Fischer, K. W. (2006). Developmental pathways and intersections
among domains of development. In K. McCartney & D. Phillips (Eds.),
Handbook of early child development (pp. 62-82). Oxford, U.K.: Blackwell.
Ayoub,
C. C., Rogosh, F., Toth, S. L., O’Connor, E., Cicchetti, D., Rappolt-Schlichtmann,
G., et al. (2006). Cognitive and emotional differences in young maltreated
children: A translational application of dynamic skill theory. Development
and Psychopathology, 18, 670-706.
Dawson, T. L., Fischer, K. W., & Stein, Z. (2006). Reconsidering qualitative and quantitative research approaches: A cognitive developmental perspective. New Ideas in Psychology, 24, 229-239.
Fischer,
K. W., & Bidell, T. R. (2006). Dynamic development of action, thought,
and emotion. In W. Damon & R. M. Lerner (Eds.), Theoretical models
of human development. Handbook of child psychology (6th ed., Vol. 1, pp.
313-399). New York: Wiley.
Fischer, K.W.,
& Daley, S. (2006). Connecting cognitive science and neuroscience
to education: Potentials and pitfalls in inferring executive processes.
In L. Meltzer (Ed.), Understanding executive function.. Implications and
opportunities for the classroom (pp. 55-72). New York: Guilford.
Schwartz, M.S., & Fischer, K.W. (2006). Useful metaphors for tackling problems in teaching and learning. About Campus, 11(1), 2-9.
Dawson-Tunik, T. L.,
Commons, M., Wilson, M., & Fischer, K. W. (2005). The shape of development.
European Journal of Developmental Psychology, 2, 163-195.
Schwartz,
M. S., & Fischer, K. W. (2005). Building general knowledge and
skill: Cognition and microdevelopment in science learning. In A. Demetriou
& A. Raftopoulos (Eds.), Cognitive developmental change: Theories,
models, and measurement. Cambridge, U.K.: Cambridge University Press.
Karcher, M. J. & Fischer,
K.W (2004). A Developmental Sequence of Skills in Adolescents' Intergroup
Understanding. Journal of Applied Developmental Psychology 25 (2004)
259-282.
Li,
J., Wang, L., & Fischer, K. W. (2004). The organization of shame words
in Chinese. Cognition & Emotion, 18, 767-797.
Watson,
M.W., Fischer, K.W., & Andreas, J.B. (2004). Pathways to aggression
in children and adolescents. Harvard Educational Review, 74, 404-430.
Ayoub,
C. C., Fischer, K. W., & O'Connor, E. E.(2003). Analyzing development
of working models for disrupted attachments: The case of family violence.
Attachment and Human Development, 5, 97-119.
Fischer,
K. W., & Connell, M. W. (2003). Two motivational systems that shape
development: Epistemic and self-organizing. British Journal of Educational
Psychology: Monograph Series II, 2, 103-123.
Fischer, K. W., Yan, Z., & Stewart, J. (2003). Adult cognitive development: Dynamics in the developmental web. In J. Valsiner & K. Connolly (Eds.), Handbook of developmental psychology. Pp. 491-516. Thousand Oaks, CA: Sage.
Schwartz,
M. S., & Fischer, K. W. (2003). Building vs. borrowing: The challenge
of actively constructing ideas. Liberal Education, 89(3), 22-29.
Fischer,
K.W., & Dawson, T. L. (2002). A new kind of developmental science:
Using models to integrate theory and research. Monographs of the Society
for Research in Child Development, 67 (1, Serial No. 173),
156-167.
Fischer,
K. W., & Immordino-Yang, M. H. (2002). Cognitive development and education:
From dynamic general structure to specific learning and teaching. In E.
Lagemann (Ed.), Traditions of Scholarship in Education. Chicago:
Spencer Foundation.
Fischer, K. W., & Pruyne, E. (2002). Reflective thinking in adulthood:
Development, variation, and consolidation. In J. Demick & C. Andreoletti
(Eds.), Handbook of Adult Development (pp. 169-197). New York:
Plenum.
Fischer,
K. W., & Yan, Z. (2002). Darwin's construction of the theory of evolution:
Microdevelopment of explanations of variation and change of species. In
N. Granott & J. Parziale (Eds.), Microdevelopment: Transition Processes
in Development and Learning. Cambridge, U.K.: Cambridge University
Press.
Fischer,
K. W., & Yan, Z. (2002). The development of dynamic skill theory.
In R. Lickliter & D. Lewkowicz (Eds.), Conceptions of development:
Lessons from the laboratory. Hove, U.K.: Psychology Press.
Granott,
N., Fischer, K.W., & Parziale, J. (2002). Bridging to the unknown:
A fundamental mechanism in learning and problem-solving. In N. Granott
& J. Parziale (Eds.), Microdevelopment. Cambridge, U.K.: Cambridge
University Press.
Fischer, K. W., Hencke, R., Raya, P., Ayoub, C., & Russell, C. (2003). Mean and nice interaction scale coding: Frequently asked questions and operational definitions (Test Manual). Cambridge, MA: Harvard University Graduate School of Education, Cognitive Development Laboratory.
Mascolo,
M. J., Fischer, K. W., & Li, J. (2003). Dynamic development of component
systems of emotions: Pride, shame, and guilt in China and the United States.
In R. J. Davidson, K. Scherer, & H. H. Goldsmith (Eds.), Handbook
of Affective Science (pp. 375-408). Oxford, U.K.: Oxford University Press.
Yan,
Z., & Fischer, K. W. (2002). Always under construction: Dynamic variations
in adult cognitive development. Human Development, 45,
141-160.
Fischer, K. W., Hencke, R., Hand, H. H., Ayoub, C., & Russell, C. (2001). Mean and nice interaction scale: Peers (Test Manual). Cambridge, MA: Harvard University Graduate School of Education, Cognitive Development Laboratory.
Fischer, K. W., Hencke, R., Raya, P., Ayoub, C., & Russell, C. (2001). Mean and nice interaction scale: Adult/child (Test Manual). Cambridge, MA: Harvard University Graduate School of Education, Cognitive Development Laboratory.
Fischer,
K. W., & Rose, L. T. (2001). Webs of skill: How students learn. Educational
Leadership, 59(3), 6-12.
Fischer,
K.W., and Rose, S.P. (1999). Rulers, models, and nonlinear dynamics: measurement
and method in developmental reserach. In G. Savelsbergh, H. van der Maas,
and P. van Geert (Eds.), Nonlinear developmental processes (pp. 197-212).
Fischer,
K. W., & Bidell, T. R. (1998). Dynamic development of psychological
structures in action and thought. In R. M. Lerner (Ed.) Handbook of
child psychology. Vol 1: Theoretical models of human development (5th
ed., pp. 467-561). New York: Wiley.
Fischer,
K. W., & Rose, S. P. (1998). Growth cycles of brain and mind. Educational
Leadership, 56(3), 56-60.
Mascolo, M. F., & Fischer, K. W. (1998). The
development of self through the coordination of component systems. In
M. Ferrari & R. Sternberg (Eds.), Development of self-awareness
across the lifespan (pp. 332-384). New York: Guilford.
Rose,
S. P., & Fischer, K. W. (1998). Models and rulers in dynamical development.
British Journal of Developmental Psychology, 16, 123-131.
Fischer,
K. W., Ayoub, C. C., Noam, G. G., Singh, I., Maraganore, A., & Raya,
P. (1997). Psychopathology as adaptive development along distinctive pathways.
Development and Psychopathology, 9, 749-779.
Fischer,
K. W., & Kennedy, B. (1997). Tools for analyzing the many shapes of
development: The case of self-in-relationships in Korea. In E. Amsel &
K. A. Renninger (Eds.), Change and development: Issues of theory, method,
and application (pp. 117-152). Mahwah, N.J.: Erlbaum.
Fischer,
K.W., & Ayoub, C. (1996). Analyzing development of working models
of close relationships: Illustration with a case of vulnerability and
violence. In G. Noam & K.W. Fischer (Eds.), Development and vulnerability
in close relationships (pp. 173-199). JPS Series on Knowledge and
Development. Mahwah, N.J.: Erlbaum.
Fischer, K.W., & Rose, S.P. (1996). Dynamic
growth cycles of brain and cognitive development. In R.W. Thatcher, G.R.
Lyon, J. Rumsey, & N. Krasnegor, Developmental neuroimaging: Mapping
the development of brain and behavior (pp. 263-279). New York: Academic
Press
Noam, G. G., & Fischer, K. W. (Eds.) (1996).
Development and vulnerability in close relationships. Mahwah, N.J.:
Erlbaum.
Fischer, K. W., & Granott, N. (1995). Beyond one-dimensional change: Parallel, concurrent, socially distributed processes in learning and development. Human Development, 38, 302-314.
Tangney, J., & Fischer, K.W. (Eds.). (1995).
Self-conscious emotions: The psychology of shame, guilt, embarrassment,
and pride. New York: Guilford.
Calverley, R., Fischer, K.W., & Ayoub, C. (1994). Complex splitting of self-representations in sexually abused adolescent girls.Development and Psychopathology, 6, 195-213.
Dawson, G., & Fischer, K.W. (Eds.) (1994).
Human behavior and the developing brain. New York: Guilford Press.
Fischer,
K.W., & Ayoub, C. (1994). Affective splitting and dissociation in
normal and maltreated children: Developmental pathways for self in relationships.
In D. Cicchetti & S. Toth (Eds.), Rochester Symposium on Developmental
Psychopathology Vol. 5: The self and its disorders (pp. 149-222).
Rochester, N.Y.: University of Rochester Press.
Fischer,
K.W., & Rose, S.P. (1994). Dynamic development of coordination of
components in brain and behavior: A framework for theory and research.
In G. Dawson & K.W. Fischer (Eds.). Human behavior and the developing
brain (pp. 3-66). New York: Guilford Press.
Lamborn,
S., Fischer, K.W., & Pipp, S.L. (1994). Constructive criticism and
social lies: A developmental sequence for understanding honesty and kindness
in social relationships. Developmental Psychology, 30, 495-508.
Fischer,
K.W., Bullock, D., Rotenberg, E.J., & Raya, P. (1993). The dynamics
of competence: How context contributes directly to skill. In R. Wozniak
& K.W. Fischer (Eds.), Development in context: Acting and thinking
in specific environments (pp. 93-117). JPS Series on Knowledge and
Development. Hillsdale, N.J.: Erlbaum.
Fischer,
K.W., Knight, C.C., & Van Parys, M. (1993). Analyzing diversity in
developmental pathways: Methods and concepts. In R. Case & W. Edelstein
(Eds.), The new structuralism in cognitive development: Theory and
research on individual pathways (pp. 33-56). Contributions to Human
Development, vol. 23. Basel, Switzerland: S. Karger.
Kitchener,
K.S., Lynch, C.L., Fischer, K.W., & Wood, P.K. (1993). Developmental
range of reflective judgment scores: The effects of contextual support
and practice. Developmental Psychology, 29, 893-906.
Watson,
M.W. & Fischer, K.W. (1993). Structural changes in children's understanding
of family roles and divorce. In R.R. Cocking & K.A. Renninger (Eds.),
The development and meaning of psychological distance (pp. 123-140).
Hillsdale, N.J.: Erlbaum.
Wozniak, R., & Fischer, K.W. (Eds.) (1993).
Development in context: Acting and thinking in specific environments.
JPS Series on Knowledge and Development. Hillsdale, N.J.: Erlbaum.
Knight,
C.C., & Fischer, K.W. (1992). Learning to read words: Individual differences
in developmental sequences. Journal of Applied Developmental Psychology,
13, 377-404.
Fischer, K.W., & Bidell, T.R. (1991). Constraining
nativist inferences about cognitive capacities. In S. Carey & R. Gelman
(Eds.), The epigenesis of mind: Essays on biology and knowledge.
Hillsdale, NJ: Erlbaum. Pp. 199-235.
Fischer,
K.W., Shaver, P., & Carnochan, P. (1990). How emotions develop and
how they organize development. Cognition and Emotion, 4, 81-127.
Fischer, K.W., & Hogan, A. (1989). The big
picture for infant development: Levels and variations. In J. Lockman &
N. Hazen (Eds.), Action in social context: Perspectives on early development.
New York: Plenum. Pp. 275-305.
Fischer, K.W. (1987). Relations between brain and
cognitive development. Child Development, 58, 623-632.
Fischer, K.W., & Farrar, J. (1987). Generalizations
about generalization: How a theory of skill development explains both
generality and specificity. International Journal of Psychology, 22,
643-677.
Pipp, S.L., Fischer, K.W., & Jennings, S.L.
(1987). The acquisition of self and mother knowledge in infancy. Developmental
Psychology, 23, 86-96.
Fischer, K.W., & Silvern, L. (1985). Stages
and individual differences in cognitive development. Annual Review
of Psychology, 36, 613-648.
Fischer,
K. W., & Bullock, D. (1984). Cognitive development in school-age children:
Conclusions and new directions. In W. A. Collins (Ed.), Development during
middle childhood: The years from six to twelve (pp. 70-146). Washington,
D.C.: National Academy Press.
Fischer, K.W., Hand, H.H., & Russell, S. (1984).
The development of abstractions in adolescence and adulthood. In M. Commons,
F.A. Richards, and C. Armon (Eds.), Beyond formal operations (pp.
43-73). New York: Praeger.
Fischer, K.W., Hand, H.H., Watson, M.W., Van Parys,
M., & Tucker, J. (1984). Putting the child into socialization: The
development of social categories in preschool children. In L. Katz (Ed.),
Current topics in early childhood education (vol. 5, pp. 27-72).
Norwood, New Jersey: Ablex.
Fischer, K.W., & Lazerson, A. (1984). Human
development from conception to adolescence. New York: Freeman.
Fischer, K.W., & Pipp, S.L. (1984). Development
of the structures of unconscious thought. In K. Bowers & D. Meichenbaum
(Eds.), The unconscious reconsidered (pp. 88-148). New York: Wiley.
Fischer, K.W., & Pipp, S.L. (1984). Processes
of cognitive development: Optimal level and skill acquisition. In R.J.
Steinberg (Ed.), Mechanisms of cognitive development (pp. 45-80).
San Francisco: Freeman.
Fischer, K.W., Pipp, S.L., & Bullock, D. (1984).
Detecting discontinuities in development: Method and measurement. In R.
Emde & R. Harmon (Eds.), Continuities and discontinuities in development
(pp. 95-121). New York: Plenum.
Fischer,
K.W., & Corrigan, R. (1981). A skill approach to language development.
In R. Stark (Ed.), Language behavior in infancy and early childhood
(pp. 245-273). Amsterdam: Elsevier.
Fischer,
K.W. (1980). A theory of cognitive development: The control and construction
of hierarchies of skills. Psychological Review, 87, 477-531.
Watson, M.W., & Fischer, K.W. (1980). Development
of social roles in elicited and spontaneous behavior. Developmental
Psychology, 16, 483-494.
Bertenthal, B.I., & Fischer, K.W. (1978). The
development of self-recognition in infancy. Developmental Psychology,
14, 44-50.
Theses & Lab reports
Calverley, R. (1995).
Self-representation and self-understanding in sexually
abused adolescent girls. Unpublished doctoral dissertation,
Harvard University, Cambridge, MA.
Calverley, R. M. (1993).
Differentiation and integration in the self-understanding of
sexually abused adolescent girls. Unpublished qualifying
paper, Harvard University, Cambridge, MA.
Cheng, C.-L. (1996). Development of
self-in-relationships in Chinese grade-school children.
Unpublished qualifying paper, Harvard University Graduate
School of Education, Cambridge, MA.
Cole, C. F. (1993). Preschool
children's interpretations of the intentions behind
physically harmful actions: The link between behavioral
characteristics and perception. Unpublished doctoral
dissertation, Harvard University, Camridge, MA.
Elmendorf, D. (1984). The
development of preschool children's understanding of
intentions behind physically harmful acts. Unpublished
masters thesis, University of Denver,
Elmendorf, D. (1992). Preschool
children's interpretations of the intentions behind
physically harmful acts: Developmental changes in
understanding, misunderstanding, and distortion. Unpublished
doctoral dissertation, University of Denver, Denver,
CO.
Granott, N. (1993). Early knowledge
structures in adults' functioning: Parallelism between
microdevelopment and macrodevelopment. Cognitive Development
Laboratory Report. Cambridge, MA: Harvard
University.
Hand, H. H., & Fischer, K. W.
(1989). Development of understanding mean and nice and other
opposites in social interaction. Cognitive Development
Laboratory Report. Cambridge, MA: Harvard
University.
Hencke, R. W. (1996). Self stories:
Effects of children's emotional styles on their
appropriation of self-schemata. Unpublished doctoral
dissertation, Harvard University, Cambridge, MA.
Karcher, M. J. (1997). Descriptive
operationalizations of racial and ethnic awareness: A study
of intergroup understanding and identity among youth in
South Texas. Unpublished doctoral dissertation, Harvard
Graduate School of Education, Cambridge, MA.
Kennedy, B. (1991). The development
of self-understanding in adolescence. Unpublished qualifying
paper, Harvard University, Cambridge, MA.
Parziale, J. (1995).
Microdevelopment during an activity based science lesson: A
pilot study. Unpublished qualifying paper, Harvard
University, Cambridge, MA.
Raya, P. (1994). Emotions in
pretense scheme coding manual. Cognitive Development
Laboratory Manual. Cambridge, MA: Harvard
University.
Raya, P. (1996). Pretense in
pair-play therapy: Examining the understanding of emotions
in young at-risk children. Unpublished doctoral
dissertation, Harvard University, Cambridge, MA.
Rose, S. P. (1990). Levels and
variations in measures of perspective-taking. Unpublished
doctoral dissertation, University of Denver, Denver,
Colorado.
Van Parys, M. M. (1981).
Preschoolers in society: Use of the social roles of sex,
age, and race for self and others by black and white
children. Unpublished master's thesis, University of
Denver,
Wang, L. (1994). Analysis of
Chinese shame structure. Cognitive Development Laboratory
Report. Cambridge, MA: Harvard University.
Wang, L. (1997). The development of
self-conscious emotions in Chinese adolescents. Unpublished
doctoral dissertation, Harvard Graduate School of Education,
Cambridge, MA.
Woo, N. S. (1990). The development
of person categorization in Korean preschool children:
Understanding and use of age and sex categories. Unpublished
doctoral dissertation, Harvard University.
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