CURRICULUM VITAE: July ****

Kurt W. Fischer

Personal

Born June 9, 1943, Baltimore, Maryland, USA

Married to Jane T. Haltiwanger

Four children, Seth, age 33; Johanna, 24; Lukas & Kara, 17-year-old twins

Education

High School, McDonogh School, McDonogh, Maryland, 1961

B.A. in Psychology, Yale University, 1965

M.A. in Social Relations, Harvard University, 1968

Ph.D. in Social Relations, Harvard University, 1971

Address

Larsen Hall 702, Appian Way

Harvard University Graduate School of Education

Cambridge, Massachusetts 02138

617-***-**** e-mail: abp087@r.postjobfree.com

fax: 617-***-****

web: isites.harvard.edu/icb/icb.do?keyword=kurt_fischer

www.gse.harvard.edu/academics/masters/mbe

Academic Experience

SSRC Postdoctoral Fellow, Boston Children's Hospital Medical Center, and Harvard

Center for Cognitive Studies, 1970-71

Lecturer, Harvard University, 1970-71

USPHS Postdoctoral Fellow, Massachusetts Mental Health Center's Program in Social

Psychiatry, Boston Children's Hospital Medical Center, and Harvard Center for Cognitive

Studies, 1971-72

Assistant Professor, University of Denver, 1972 to 1978

Assistant Professor (Adjoint), University of Colorado at Denver, 1975 to 1979

Associate Professor, University of Denver, 1978 to 1985

Visiting Scholar, University of Geneva, Faculty of Psychology and Education, Geneva,

Switzerland, 1978-79

Associate Professor (Adjoint), University of Colorado at Denver, 1979 to 1987

University Associate in Gerontology, University of Denver, 1978 to 1984

Professor, University of Denver, 1985 to 1987

Visiting Professor, University of Pennsylvania, Graduate School of Education, 1985-86

Professor of Education, Harvard University, 1986 to 1999

Fellow, Center for Advanced Study in the Behavioral Sciences, Stanford University, 1992-

1993

Master Lecturer, Graduate School of Behavioral and Cognitive Neurosciences, University

of Groningen, Netherlands, Summer 1996

Visiting Professor, Nanjing Normal University, October 2000

Chair, Human Development, Harvard University, 1989 to 1992, 1994 to 1995, 1999 to

2000

Director, Mind, Brain, and Education Program, Harvard University, 1997 to present

Charles Warland Bigelow Professor of Education and Human Development, 1999 to

present

Honorary Professor, East China Normal University, Shanghai, 2011 to present

(Short-term appointments and minor experiences have been omitted.)

Major Honors & Leadership Positions

General Motors Scholarship, Yale University, 1961-1965

B.A. Summa Cum Laude and Highest Departmental Honors

Phi Beta Kappa

Sigma Xi

Honorary Student Fellow of the New England Psychological Assoc., 1965

Special Area Examination passed with distinction

Ph.D. dissertation voted distinction

Danforth Foundation Predoctoral Fellowship, 1965-70

Woodrow Wilson Predoctoral Fellowship (honorary), 1965-66

National Science Foundation Predoctoral Fellowship, 1965-67

National Institutes of Mental Health Predoctoral Fellowship, 1967-70

Social Science Research Council Postdoctoral Fellowship, 1970-71

Postdoctoral Fellowship from the Research Training Program in Social Psychiatry of the

Massachusetts Mental Health Center, 1971-72

Livingston Fund Award from the Harvard Medical School to finance postdoctoral research,

1971-72

Invitation from Social Science Research Council to co-organize and co-direct Institutes on

Affect and Cognition, 1981 to 1988

Panel on the Study of Development in the School-Aged Child, National Academy of

Sciences, 1981-1983

Invited talks and chapters for Minnesota Symposium, Tel Aviv Symposium, European

Science Foundation Symposium, Annual Review of Psychology, Southeastern Conference on

Human Development, American Psychological Association, Rochester Symposium, Dutch

Royal Academy, American Psychological Society, Society for Research on Adult Development,

Spiker Memorial Lecture at Iowa State University, Dutch Royal Academy of Sciences, Japanese

Baby Science Society, International Conference on Whitehead s Process Philosophy, and

various other groups

Election to a number of Who's Who volumes: Who s Who in America, Who's Who in the

East, Who's Who on the Frontiers of Science, Who's Who in Higher Education, Dictionary of

International Biography, etc.

Elected as Fellow for Center for Advanced Study in The Behavioral Sciences, 1984;

Fellowship delayed until 1992-1993

Fellowship, James McKeen Cattell Fund, 1985-1986

Fellow, Division 7 of APA, elected 1985

Fellow, APS, elected 1990

Member, Board of Directors, Jean Piaget Society, elected 1985-1994, 2001-2004

President, Jean Piaget Society, 1988-1991

Head and Fellow, Study Group on Modeling and Measuring Growth and Development,

Center for Advanced Study in the Behavioral Sciences, 1992-1993

Elected, Fellows' Committee, Center for Advanced Study in the Behavioral Sciences,

1992-1993

Head, Jean Piaget Society General Office, 1994-2006

Steering Committee, Children s Interfaculty Initiative, Harvard University, 1998-2003;

chair, Working Group on Children & Violence

Charles Warland Bigelow Professorship, 1999-present

Organizer (with A. Battro and P. L na), 400th Anniversary Meeting of the Pontifical

Academy of Sciences on Mind, Brain, and Education, Rome, November 2003

Fellows Plus Forty Award, New England Psychological Association, 2004

Chair, Research School Project, Landmark School, 2004 to present

Organizer (with T. Katzir), Conference on Building Usable Knowledge in Mind, Brain, and

Education, Cambridge, Massachusetts, October 2004

President (Founding), International Mind, Brain, and Education Society, 2004 to present

Editor (Founding), Mind, Brain, and Education, a new journal published by Blackwell, 2007

to present

Co-Director, Institutes on Research in Mind, Brain, and Education, Ettore Majorana

Foundation and Centre For Scientific Culture, Sicily, 2005 to present

Co-Director, Usable Knowledge Web Portal, Connecting Research and Practice for

Leaders in Education, 2005 to present. http://www.uknow.gse.harvard.edu/

Best New Journal Award 2007, Association of American Publishers, for Mind, Brain, and

Education, Kurt Fischer Editor in Chief

Scholar in Residence and Director of Research School Project, Ross Institute, 2006 to

present

Chair, Panel on the Future of Educational Neuroscience, National Science Foundation,

2007 to 2008

Samuel Pinanski Lecture Award, Wellesley College, 2008

Chair, Board of Advisors, Learn Project for Communicating with Educators about

Connecting Mind, Brain, and Education, 2009 to present

First Award for Senior Scientist: Transforming Education through Neuroscience, Learning

and the Brain and IMBES, 2009

Memberships in Scholarly Societies

American Educational Research Association

American Psychological Association

American Psychological Society

International Mind, Brain, and Education Society

International Society for Infant Study

International Society for the Study of Behavioral Development

Jean Piaget Society

Society for Research in Child Development

Society for Neuroscience

Selected Editorial, Conference, and Consulting Activities

Editor (Founding), Mind, Brain, and Education (Journal of the International Mind, Brain, &

Education Society), 2007 to present

Editor, Cambridge University Press Series in Cognitive and Perceptual Development,

1994 to present

Editor, Distinguished Contributions to Psychology: a book series with Guilford Press, 1991

to present

Editorial Board (founding member), Measurement: Interdisciplinary Research and

Perspectives, 2001 to present

Editorial Board, Infant Behavior and Development, 1983 to 1994, 2001 to 2003

Contributing Editor for North America, Newsletter of the International Society for the Study

of Behavioral Development, 1984 to 1992

Editorial Board, Human Development, 1988 to 2002

Contributing Editor, Teaching Learning and Thinking, 1989 to 1995

Editorial Board, Child Development, 1991 to 1996

Editorial Board, Journal of Adult Development, 1992 to 2005

Editorial Board, Developmental Science, 1996 to present

Editorial Board, Cognitive Development, 2001 to 2004

Editorial Board, New Directions for Youth Development, 2001 to present

Editorial Board, Journal of Idiographic Science, 2005-present

Board of Corresponding Associate Commentators, Behavioral and Brain Sciences, 1978

to present

Reviewer for many other journals and conventions

Grant reviewer for Australian Research Council, Carnegie Corporation, March of Dimes,

National Institute of Education, National Science Foundation, Spencer Foundation, Social

Science Research Council, Swiss National Research Fund, etc.

Textbook consultant for CRM Books, 1970-75

Advisor to the Psychology Series of Worth Publishers, Inc., 1975-1979

Reviewer for numerous book publishers, including Rand McNally, Plenum, W.W. Norton,

University of Chicago Press, Columbia University Press, W.H. Freeman, Harvard Univ. Press,

MIT Press, and Cambridge Univ. Press

Local Arrangements Committee, SRCD Convention, Denver, 1975

Co-Chair, Research Conference on Preschool Education, Colorado Association for the

Education of Young Children and University of Denver, 1982

Governing Board (elected), Colorado Association for the Education of Young Children,

1981-1983

Co-Director, Institutes on Cognition-Emotion Relations, 1984 to 1988: Institute on

Cognition-Emotion Relations, August 1985; Institutes on Brain Development and Developmental

Levels and Transitions, November 1986, January 1988, December 1988; Institute on

Development of Shame and Guilt, December 1988.

Member of Planning Committee for the Third Biannual Conference of the Developmental

Psychobiology Research Group, 1984

Co-chair, Thinking in Contexts: Knowledge in Specific Environments. Annual Meeting of

the Jean Piaget Society: Society for the Study of Knowledge and Development, 1989

Co-chair, Development and Vulnerability in Close Relationships. Annual Meeting of the

JPS:SSKD, 1992

Chair of Developmental Psychology Section of Program Committee, American

Psychological Society, Annual Conference, 1997

Chair, Harvard Conference on Mind, Brain, and Education in Reading Disorders, 1998

Consultant for Research and Development to DuPont Corporation, 1984 to 1986

Consultant for Development to Cleveland Illuminating Company Nuclear Division, 1985

Consultant to Minnesota Mining and Manufacturing, 1990-1991

Occasional educational consultant for Belmont Public Schools, Biological Sciences

Curriculum Study, Boston Public Schools, Buckingham, Brown, & Nichols School, Cherry Creek

Public Schools, Children's Television Workshop, Denver Public Schools, Graland Academy,

Littleton Public Schools, Mohawk Valley Community College, Portland (Oregon) Public

Schools, Research for Better Schools, Upper Canada College, Milton Academy, etc.

Consultant to Time and Newsweek magazines, All Things Considered (National Public

Radio), Boston Globe, Denver Post, Denver magazine, Glamour, The Infinite Mind (NPR),

KOCE PBS Psychology Telecourse, Sesame Street Workshop, Ladies Home Journal,

Psychology Today, Reader's Digest, 20/20, and other media outlets

Consultant for Research and Development to Cognitive Processes, Inc., and Hennepin

Group, 1983 to 1996

Consultant to Social Science Research Council, 1994 to 1998

Consultant for Research and Development to New England Research Institute, 1992 to

present

Consultant to Disney Children s Encyclopedia, 1997-1998

Consultant to Public Information Resources: Learning & the Brain, 1998 to present

Consultant to Parent Center on Worldwide Web, 2000 to 2002

Consultant to UNICEF, 2001

Consultant to Ross School and Ross Institute, 2003-present

Consultant to Landmark School, 2003-present

Consultant to National Leadership College, National Security Agency, 2002-2008

Consultant to Developmental Testing Service, 2004-present

External Review Panel, NSF Learning Sciences Center: Center of Excellence for Learning

in Education, Science, and Technology, Boston University, 2005-present

Board of Governors, Appalachian Regional Educational Laboratory, 2006-2008

Consultant to Ashridge Business School, United Kingdom, 2008-2009

Consultant to many schools and education groups, especially about Mind, Brain, and

Education

Board of Advisors, Brain and Motivation Research Institute, South Korea, 2010 to present

Consultant to Research Schools: Landmark School, Ross School, St. George s School,

Westmark School, Evergreen School in Seattle

(See also Honors and Memberships)

Primary External Grants

The Organization of Simple Learning, Livingston Fund, 1971-72

Learning and Problem-Solving as the Development of Organized Behavior, Spencer

Foundation, 1973-77

The Development of Social Cognition, Grant Foundation, 1977-78

Social-Cognitive Development in Adolescence and Adulthood, Spencer Foundation, 1978-1981

The Development of Social-Cognitive Skills in the Preschool Years, Carnegie Corporation,

1981-1983

Beginning to Read: The Development of Early Reading Skills, Spencer Foundation, 1984-

87 (K. Fischer & C. Knight, Principal Investigators)

Summer Institute for Emotion-Cognition Relations, Sloan Foundation, 1985-1988 (K.

Fischer & J. Campos, Principal Investigators)

Summer Institute for Emotion-Cognition Relations, National Institute of Mental Health,

1985-1986 (J. Campos & K. Fischer, Principal Investigators)

Workshop on Relations between Brain and Developmental Transitions, MacArthur

Foundation, Network on the Transition from Infancy to Childhood, 1986 (K. Fischer & J.

Campos, Principal Investigators)

Environmental Influences on Reflective Judgment in Adolescents and Young Adults,

Spencer Foundation, 1986-1989 (K. Kitchener, Principal Investigator; K. Fischer, co-

investigator)

Statistical Techniques for Analyzing Developmental Sequences, MacArthur Foundation,

Network on the Transition from Infancy to Childhood, 1986-1987

Order Analysis, a Statistical Technique for Detecting Developmental Sequences,

MacArthur Foundation, Network on Early Developmental Transitions, 1988-89

Development of Emotion Concepts and Scripts, Spencer Foundation, 1989-90

Development of Emotions and Conflicts in Narratives in Preschool Children (co-

investigator), MacArthur Foundation, Network on Early Childhood Transitions, 1989-1993

Development of Understanding Mean and Nice Interactions between Adult and Child,

MacArthur Foundation, Network on Early Childhood Transitions, 1990-91

Studies of Representations of Emotions in Preschoolers, MacArthur Foundation, Network

on Early Childhood Transitions, 1991-92

Relation of EEG to Cognitive Development in Infancy (consultant), NIH, University of

Maryland, 1991-1993 (Nathan Fox, principal investigator)

Development of Planning in Early Childhood, MacArthur Foundation, Network on Early

Childhood Transitions, 1992

Modeling and Measuring Growth and Development, Foundations Fund for Research in

Psychiatry, 1992

Postdoctoral Training in Clinical Developmental Research (faculty investigator), NIMH,

Massachusetts Mental Health Center, 1993-1997 (Stuart Hauser & Robert McCarley, principal

investigators)

Growing Together, Spencer Foundation, 1994-1995

Psychological Antecedents of Aggression in Childhood (co-investigator), NICHD, 1994-

2002 (Malcolm Watson principal investigator, Kurt Fischer co-investigator)

Brain-Behavior Relations in Child Development, Frederick P. & Sandra P. Rose

Foundation, 1995-1999

Development of Self, Consciousness, and Brain, Frederick P. & Sandra P. Rose

Foundation, 1998-2006

Assessing Learning and Curriculum for Executive Leadership Skills, National Leadership

College of National Security Agency (Contracts), 2002-2006

Beyond Best Practice: Research-based Innovation in Learning and Knowledge Work, INE

(Canada): Collaborative Research Initiative Grants, 2003-2007 (Marlene Scardamalia, principal

investigator, Kurt Fischer collaborator)

Biostatistical Methods in Human Brain Mapping, NIH, 2004-2007 (Nicholas Lange,

principal investigator, Kurt Fischer consultant)

Building a Usable Knowledge Web Portal for Educators, Merck Education Dissemination

Fund, 2005-2009

Ettore Majorana Foundation and Centre For Scientific Culture, Sicily, Summer Institutes

on Mind, Brain, and Education, 2005-2010 (Antonio Battro & Kurt Fischer, co-principal

investigators)

A Model for Research Schools, Ross Institute, 2006-2010

Interventions to Support STEM Researchers with Dyslexia, NSF RDE 07-511 (Matthew

Schnepps, p.i.), 2007-2009

National Science Foundation, Chair of Panel on the Future of Educational Neuroscience,

2007-2008

Meringoff Family Foundation, Assessing What Students Learn in a Cultural History

Curriculum, 2010

U.S. Dept. Of Education, Reading to Learn, 2010-2015 (Catherine Snow, p.i., Kurt

Fischer, co-i)

Board of Directors, Center for Curriculum Redesign, 2011-present

Board of Directors, Learning Resource Network (L__RN), 2010-present

Sponsor of eleven NIMH and Canada Council individual predoctoral fellowships, awarded

in national competition

Sponsor of one SSRC postdoctoral fellowship and fifteen NIH and other postdoctoral

fellowships

(In-house grants have been omitted.)

Publications (listed chronologically and within year alphabetically; more than 250)

Fischer, K.W. (1967). The effect of degree and type of training upon extinction of a response

chain in pigeons. Psychonomic Science, 9, 402-404.

Fischer, K.W., & Fantino, E. (1968). The dissociation of discriminative and conditioned

reinforcing functions of stimuli with changes in deprivation. Journal of the Experimental Analysis

of Behavior, 11, 703-710.

Fischer, K.W. (1970). The structure and development of sensory-motor actions. Ph.D.

dissertation, Harvard University, Department of Social Relations, August, 1970.

Leventhal, H., & Fischer, K.W. (1970). What reinforces in a social-reinforcement situation?

Journal of Personality and Social Psychology, 14, 83-94.

Fischer, K.W., & A. Lazerson (Eds.). (1972). Psychology today: An introduction (2nd ed.). Del

Mar, California: CRM Books, Inc. Author or coauthor of seven chapters:

Chapter 2. Animal Behavior and Instinct

Chapter 3. Conditioning and Learning

Chapter 4. The Organization of Behavior

Chapter 5. Development of Intelligence

Chapter 6. Development of Higher-Order Intelligence

Chapter 14. Perception

Chapter 15. Consciousness and Awareness

Fischer, K.W. (1972). Structuralism for psychologists: A review of An introduction to

structuralism (Basic Books, 1970), by Michael Lane. Contemporary Psychology, 17, 329-331.

Fischer, K.W. (1974). Cognitive development as problem solving: The meaning of decalage in

seriation tasks. Proceedings: Fifth Annual Inter-disciplinary Conference on Structural Learning

(pp. 25-31). Office of Naval Research Technical Report.

Fischer, K.W., et al. (resource contributors) (1974). Understanding psychology. Del Mar,

California: CRM Books. (This is an adaptation of Psychology today: An introduction, 2nd ed., for

junior colleges and high schools.)

Fischer, K.W., Shaver, P., & Lazerson, A. (Eds.) (1975). Psychology today: An introduction (3rd

ed.). Del Mar, California: CRM Books. Contributor to many chapters and author of six chapters.

Chapter 3. Species-specific behavior: Ethology

Chapter 4. Conditioning and learning: Behaviorism

Chapter 6. Thinking and problem-solving: Cognitive psychology

Chapter 8. The development of intelligence: Piaget's theory

Chapter 11. Perception: Principles and processes

Chapter 13. Varieties of consciousness

Fischer, K.W., & Lazerson, A. (1976). The editors/writers speak. Teaching of Psychology, 3,

149.

Bertenthal, B.I., & Fischer, K.W. (1977). Theoretical derivation and scoring manual for

"Development of self-recognition in infancy." Cognitive Development Laboratory Manual

Number 2, University of Denver.

Fischer, K.W. (1977). Making ESP replicable: A review of Learning to do ESP by Charles Tart.

Contemporary Psychology, 22, 893.

Fischer, K.W., Cohen, K., Gould, M., & Corbitt, P. (1977). Manual for scoring seriation tasks.

Cognitive Development Laboratory Manual Number 1, University of Denver.

Fischer, K.W., & Lazerson, A. (1977). Managing a book versus plagiarizing it. Teaching of

Psychology, 4, 198-199.

Fuller, G., Calhoun, J., Schulman, M., & Fischer, K.W. (1977). Understanding psychology (2nd

ed.). New York: CRM/Random House. (An adaptation of Psychology today: An introduction, 3rd

ed., for junior colleges and high schools.)

Watson, M., & Fischer, K.W. (1977). A developmental sequence of agent use in late infancy.

Child Development, 48, 828-836.

Watson, M.W., & Fischer, K.W. (1977). Theoretical derivation and scoring manual for "A

developmental sequence of agent use in late infancy." Cognitive Development Laboratory

Manual Number 3, University of Denver.

Bertenthal, B.I., & Fischer, K.W. (1978). The development of self-recognition in infancy.

Developmental Psychology, 14, 44-50. Translated to French and reprinted in P. Mounoud & A.

Vinter (Eds.), La reconnaissance de son image chez l'enfant et l'animal. Neuchatel: Delachaux

et Niestle, 1981.

Fischer, K.W. (1978). Structural explanation of developmental change. Behavioral and Brain

Sciences, 1, 186-187.

Jackson, E., Campos, J.J., & Fischer, K.W. (1978). The question of decalage between object

permanence and person permanence. Developmental Psychology, 14, 1-10.

Fischer, K.W. (1980). Learning and problem solving as the development of organized behavior.

Journal of Structural Learning, 6, 253-267.

Fischer, K.W. (1980). Stages and individual differences in cognitive development. Psychology

Update Series, No. 4.

Fischer, K.W. (1980). A theory of cognitive development: The control and construction of

hierarchies of skills. Psychological Review, 87, 477-531.

Fischer, K.W., & Corrigan, R. (1980). A skill approach to language development. In A.P. Reilly

(Ed.), The communication game (pp. 58-64). New York: Johnson & Johnson Pediatric Round

Table No. 4.

Watson, M.W., & Fischer, K.W. (1980). Development of social roles in elicited and spontaneous

behavior. Developmental Psychology, 16, 483-494.

Bullock, D., & Fischer, K.W. (1981). The last straw for Piagetian stages? (Review of Beyond

universals in cognitive development by D.H. Feldman). Contemporary Psychology, 26, 336-337.

Fischer, K.W. (Ed.) (1981). Cognitive development. New Directions for Child Development No.

12. San Francisco: Jossey Bass. This volume includes the following chapters:

Fischer, K.W. Analyzing change in the organization of behavior (editor's notes). Pp. vii-ix.

Fischer, K.W., & Bullock, D. Patterns of data: Sequence, synchrony, and constraint in

cognitive development. Pp. 1-20.

Fischer, K.W., & Watson, M.W. Explaining the Oedipus conflict. Pp. 79-92.

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., & Jennings, S. (1981). The emergence of representation in search.

Developmental Review, 1, 18-30.

Hand, H.H., & Fischer, K.W. (1981). Manual for stories on the development of mean and nice

social interaction. Cognitive Development Laboratory Manual Number 7, University of Denver,

Denver, Colorado.

Pipp, S.L., & Fischer, K.W. (1981). Review of Intelligence and adaptation: An integration of

psychoanalysis and Piagetian developmental psychology by Stanley I. Greenspan. American

Journal of Education, 89, 452-456.

Watson, M.W., & Fischer, K.W. (1981). Theoretical derivation and scoring manual for "A

developmental sequence of agent use in late infancy" and "Development of social roles in

elicited and spontaneous behavior." Cognitive Development Laboratory Scoring Manuals 3 and

4 (combined), University of Denver.

Fischer, K.W. (1982). Human cognitive development in the first four years. Behavioral and Brain

Sciences, 5, 282-283.

Fischer, K.W., & Canfield, R. (1982). Creativity as a developmental process. (Review of Darwin

on man by H.E. Gruber). Contemporary Psychology, 27, 521-522.

Bertenthal, B.I., & Fischer, K.W. (1983). The development of representation in search: A social-

cognitive analysis. Child Development, 54, 846-857.

Fischer, K.W. (1983). Illuminating the processes of moral development: A commentary. In A.

Colby et al., A longitudinal study of moral judgment. Monographs of the Society for Research in

Child Development, 48 (1, Serial No. 200), 97-107.

Fischer, K.W. (Ed.) (1983). Levels and transitions in cognitive development. New Directions for

Child Development No. 21. San Francisco: Jossey-Bass. This volume includes the following

chapters:

Fischer, K.W. The search for developmental levels (editor's notes). Pp. 1-3.

Fischer, K.W. Developmental levels as periods of discontinuity. Pp. 5-20.

Fischer, K.W., & Canfield, R.L. (1983). The interaction of person and environment in learning

and cognitive development: A skill approach. Journal of Computer-based Instruction, 9 (May), 1-

10.

Fischer, K.W., & Pipp, S.L. (1983). Freudian thought in children and adults (Review of The

structure of Freudian thought by M.H. Feffer). Contemporary Psychology, 28, 280-282.

Fischer, K.W., & Bullock, D. (1984). Cognitive development in middle childhood: 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 of Sciences 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., & Lazerson, A. (1984). Research: Brain spurts and Piagetian periods.

Educational Leadership, 41 (5), 70.

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.

Hand, H.H., & Fischer, K.W. (1984). Scoring manual for stories testing the development of

concepts of intention and responsibility in social interaction. Cognitive Development Laboratory

Manual Number 5, University of Denver.

Corrigan, R., & Fischer, K.W. (1985). Controlling sources of variation in search tasks: A skill

theory approach. In H. Wellman (Ed.), Children's searching: The development of search skill

and spatial representation (pp. 287-318). Hillsdale, N.J.: Erlbaum.

Fischer, K.W., & Silvern, L. (1985). Stages and individual differences in cognitive development.

Annual Review of Psychology, 36, 613-648.

Pipp, S.L., Shaver, P., Jennings, S., Lamborn, S., & Fischer, K.W. (1985). Adolescents' theories

about the development of their relationships with parents. Journal of Personality and Social

Psychology, 48, 991-1001.

Platt, C.B., & Fischer, K.W. (1985). Scoring manual for the development of communicative and

linguistic skills of bilingual children. Cognitive Developmental Laboratory Manual, University of

Denver.

Fischer, K.W., & Canfield, R.L. (1986). The ambiguity of stage and structure in behavior: Person

and environment in the development of psychological structures. In I. Levin (Ed.), Stage and

structure: Reopening the debate (pp. 246-267). Norwood, N.J.: Ablex.

Fischer, K.W., & Elmendorf, D. (1986). Becoming a different person: Transformations in

personality and social behavior. In M. Perlmutter (Ed.), Minnesota symposium on child

psychology (vol. 18, pp. 137-178). Hillsdale, N.J.: Erlbaum.

Fischer, K.W., & Kenny, S.L. (1986). The environmental conditions for discontinuities in the

development of abstractions. In R. Mines & K. Kitchener (Eds.), Adult cognitive development:

Methods and models. New York: Praeger. Pp. 57-75.

Bullock, D., & Fischer, K.W. (1986). The equilibration of cognitive structures. (A review of

Piaget's The equilibration of cognitive structures: The central problem of intellectual

development). American Scientist, 74, 660.

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.

Reprinted in A. Demetriou (Ed.) (1988). The neo-Piagetian theories of cognitive

development: Toward an integration. Amsterdam: North Holland.

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., Kenny, S., & Beals, D. (1988). Revised scoring manual for the development of

concepts of addition, subtraction, multiplication, and division from grade school to college.

Cognitive Development Laboratory Manual Number 6, Harvard University.

Fischer, K.W., & Knight, C.C. (1988). Cognitive development in real children: Levels and

variations. Teaching Thinking and Problem Solving, 1988, 10(3), 1-4.

Fischer, K.W., & Knight, C.C. (1988). Different paths to reading. (A report on our research). The

Spencer Foundation Newsletter, 3(2), 1.

Lamborn, S.D., & Fischer, K.W. (1988). Optimal and functional levels in cognitive development:

The individual's developmental range. Newsletter of the International Society for the Study of

Behavioral Development, No. 2 (Serial No. 14), 1-4.

Bidell, T.R., & Fischer, K.W. (1989). Commentary (Durability and variability in cognitive

development). Human Development, 32, 363-368.

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., & Lamborn, S. (1989). Mechanisms of variation in developmental levels:

Cognitive and emotional transitions during adolescence. In A. de Ribaupierre (Ed.), Transition

mechanisms in child development. New York: Cambridge University Press. Pp. 33-67.

Fischer, K.W., Shaver, P., & Carnochan, P. (1989). A skill approach to emotional development:

From basic- to subordinate-category emotions. In W. Damon (Ed.), Child development today

and tomorrow (pp. 107-136). San Francisco: Jossey-Bass.

Kitchener, K.S., & Fischer, K.W. (1989). "Wicked" decision problems and reflective judgment. (A

report on our research.) The Spencer Foundation Newsletter, 4 (3), 1.

Rose, S., & Fischer, K.W. (1989). Constructing task sequences: A structured approach to skill

theory. Cognitive Development Laboratory Manual, Harvard University.

Fischer, K.W. (1990). From the President. Genetic Epistemologist, 18(2), 1.

Fischer, K.W., & Hencke, R. (1990). Mean and nice interaction scale: Adult/child. Cognitive

Development Laboratory, Harvard University.

Fischer, K.W., Hencke, R., & Hand, H.H. (1990). Mean and nice interaction scale: Peers.

Cognitive Development Laboratory, Harvard University.

Fischer, K.W., Kenny, S.L., & Pipp, S.L. (1990). How cognitive processes and environmental

conditions organize discontinuities in the development of abstractions. In C.N. Alexander, E.J.

Langer, & R.M. Oetzel (Eds.), Higher stages of development. New York: Oxford University

Press. Pp. 162-187.

(Includes reprinted portions of "Processes of cognitive development: Optimal level and skill

acquisition," 1984, and "The environmental conditions for discontinuities in the development of

abstractions," 1986.)

Fischer, K.W., & Knight, C.C. (1990). Cognitive development in real children: Levels and

variations. In B.Z. Presseisen (Ed.), Learning and thinking styles: Classroom interaction.

Washington DC: National Education Association. Pp. 43-67.

Excerpts published in Teaching Thinking and Problem Solving, 1988, 10(3), 1-4.

Reprinted in Readings in Educational Psychology. Needham Heights MA: Allyn & Bacon,

1993.

Fischer, K.W., Shaver, P., & Carnochan, P. (1990). How emotions develop and how they

organize development. Cognition and Emotion, 4, 81-127.

Kitchener, K.S., & Fischer, K.W. (1990). A skill approach to the development of reflective

thinking. In D. Kuhn (Ed.), Developmental perspectives on teaching and learning thinking skills.

Contributions to Human Development, Vol. 21, pp. 48-62. Basel, Switzerland: S. Karger.

Fischer, K.W. (1991). Emotional splitting as an organizer of functional and dysfunctional

development. Newsletter of the International Society for the Study of Behavioral Development,

19, 4.

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., & Roberts, R.J., Jr. (1991). Shape and color classification scale. Cognitive

Development Laboratory, Harvard University.

Kennedy, B., & Fischer, K.W. (1991). Understanding self-understanding: Review of W. Damon

& D. Hart, Self-understanding in childhood and adolescence. Contemporary Psychology, 36, 59.

Bidell, T.R., & Fischer, K.W. (1992). Beyond the stage debate: Action, structure, and variability

in Piagetian theory and research. In R. Sternberg & C. Berg (Eds.), Intellectual development

(pp. 100-140). New York: Cambridge University Press.

Bidell, T.R., & Fischer, K.W. (1992). Cognitive development in educational contexts:

Implications of skill theory. In A. Demetriou, M. Shayer, & A. Efklides (Eds.), Neo-Piagetian

theories of cognitive development: Implications and applications for education (pp. 9-30).

London: Routledge & Kegan Paul.

Fischer, K.W., & Bidell, T. (1992). Ever younger ages: Constructive use of nativist findings about

early development. Newsletter of the Society for Research in Child Development, Winter, pp. 1,

10-11, 14.

Fischer, K.W., & Bidell, T. (1992). The need for developmental analysis of infant preconcepts.

Newsletter of the Society for Research in Child Development, Fall, pp. 3, 14.

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. (1993). Beyond the stage debate: Keeping the constructor in

constructivism. Newsletter of the Society for Research in Child Development, Fall, pp. 5, 11.

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.

Fischer, K.W., & van Geert, P. (1993). Modeling and measuring growth and development:

Excerpts from the Group Report. Center for Advanced Study in the Behavioral Sciences: Annual

Report 1993 (pp. 39-44). Palo Alto, CA.

Hencke, R., & Fischer, K.W. (1993). Are there general structures in cognitive development?

Review of The mind's staircase: Exploring the conceptual underpinnings of children's thought

and language. Contemporary Psychology, 38, 902-902.

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.

Wozniak, R., & Fischer, K.W. Acknowledgements (pp. ix-x).

Wozniak, R., & Fischer, K.W. Development in context: An introduction (pp. xi-xvi).

Bidell, T.R., & Fischer, K.W. (1994). Developmental transitions in children's early on-line

planning. In M. M. Haith, J. B. Benson, R. J. Roberts Jr., & B. F. Pennington (Ed.), The

development of future-oriented processes (pp. 141-176). Chicago: University of Chicago Press.

Bidell, T. R., & Fischer, K. W. (1994). Structure, function, and variability in cognitive

development: The stage debate and beyond. Philosophica, 54, 43-87.

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.

Dawson, G., & Fischer, K.W. Frontiers of brain-behavior development: An introduction. Pp. xiii-

xxi

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., & Hencke, R. (1994). Stages in development. International Encyclopedia of

Education (2nd ed., pp. 2677-2681). Pergamon 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., & Rose, S.P. (1995). Concurrent cycles in the dynamic development of brain and

behavior. Newsletter of the Society for Research in Child Development, Fall, pp. 3-4, 15-16.

Fischer, K. W., & Granott, N. (1995). Beyond one-dimensional change: Parallel, concurrent,

socially distributed processes in learning and development. Human Development, 38, 302-314.

Fischer, K.W., & Tangney, J. (1995). Self-conscious emotions and the affect revolution:

Framework and overview. In J. Tangney & K.W. Fischer (Eds.), Self-conscious emotions: The

psychology of shame, guilt, embarrassment, and pride. New York: Guilford. Chapter 1, Pp. 3-

22.

Mascolo, M., & Fischer, K.W. (1995). Developmental transformations in appraisals for pride,

shame, and guilt. In J. Tangney & K.W. Fischer (Eds.), Self-conscious emotions: The

psychology of shame, guilt, embarrassment, and pride (pp. 64-113). New York: Guilford.

Tangney, J., & Fischer, K.W. (Eds.). (1995). Self-conscious emotions: The psychology of

shame, guilt, embarrassment, and pride. New York: Guilford.

Benes, F., Kagan, J., & Fischer, K. W. (1996). Neuropsychological disorders of adult cognition.

Film. Cambridge MA: Harvard Mind, Brain, & Behavior Initiative.

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., & Hencke, R. W. (1996). Infants' construction of actions in context: Piaget's

contribution to research on early development. Psychological Science, 7, 204-210.

Fischer, K. W., & Hencke, R. (1996). Stages in human development. In E. De Corte & F. E.

Weinert (Eds.), International Encyclopedia of Developmental and Instructional Psychology (pp.

117-121). New York: Elsevier Science Updated version of Fischer & Hencke (1994).

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.

Noam, G.G., & Fischer, K.W. The foundational role of relationships in human development

and vulnerability: Introduction (pp. Ix-xx).

Savoy, R., with Benes, F., Fischer, K. W., & Kagan, J. (1996). Functional magnetic resonance

imaging: Taking pictures of the working brain. Film. Cambridge MA: Harvard Mind, Brain, &

Behavior Initiative.

Bidell, T.R., & Fischer, K.W. (1997). Between nature and nurture: The role of human agency in

the epigenesis of intelligence. In R. Sternberg & E. Grigorenko (Eds.), Intelligence: Heredity and

environment (pp. 193-242). Cambridge, U.K.: Cambridge University Press.

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, 751-781.

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.

Mascolo, M.F., Pollack, R., & Fischer, K.W., (1997). Keeping the constructor in development:

An epigenetic systems approach. Journal of Constructivist Psychology, 10, 25-49. (Special

issue: Frontiers of constructivism.)

Bernstein, J. H., Fischer, K. W., Kagan, J., Waber, D., & Wolf, M. (1998). Profiles associated

with reading skills. Film. Cambridge MA: Harvard Mind, Brain, & Behavior Initiative.

Coch, D., & Fischer, K.W. (1998). Discontinuity and variability in relational complexity: Cognitive

and brain development. Behavioral and Brain Sciences, 21, 834-835.

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.

Fischer, K. W., Wang, L., Kennedy, B., & Cheng, C. (1998). Culture and biology in emotional

development. In D. Sharma & K. W. Fischer (Ed.), Socioemotional development across cultures.

New Directions for Child Development, 81, 21-43. San Francisco: Jossey-Bass.

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.

Parziale, J., & Fischer, K. W. (1998). The practical use of skill theory in classrooms. In R. J.

Sternberg & W. M. Williams (Eds.), Intelligence, instruction, and assessment (pp. 95-110).

Mahwah, N.J.: Erlbaum.

Rose, S. P., & Fischer, K. W. (1998). Models and rulers in dynamical development. British

Journal of Developmental Psychology, 16, 123-131.

Sharma, D., & Fischer, K.W. (Eds.) (1998). Socioemotional development across cultures (New

Directions for Child Development, vol. 81). San Francisco: Jossey-Bass.

Sharma, D., & Fischer, K.W. Socioemotional development across cultures: Context,

complexity, and pathways. Pp. 3-20.

Fischer, K. W., Wang, L., Kennedy, B., & Cheng, C. Culture and biology in emotional

development. Pp. 21-43.

Fischer, K. W. (1999). Pathways of development of self-in-relationships: Foreword. In S. Harter

(Ed.), The construction of self: A developmental perspective (pp. ix-xi). New York: Guilford.

Fischer, K. W., & Rose, S. P. (1999). Rulers, clocks, and nonlinear dynamics: Measurement and

method in developmental research. In G. Savelsbergh, H. van der Maas, & P. van Geert (Eds.),

Nonlinear developmental processes (pp. 197-212). Amsterdam: Royal Netherlands Academy of

Arts and Sciences.

Fischer, K. W., & Stewart, J. (1999). Into the middle of things: From dichotomies to grounded

dynamic analysis of development: Commentary on Baillargeon & Smith. Developmental

Science, 2, 150-151.

Fischer, K. W., & Stewart, J. (1999). Duncker's analysis of problem solving as

microdevelopment. From Past to Future, 1(2), 45-50.

Mascolo, M. F., & Fischer, K. W. (1999). The development of representation as the coordination

of component systems of action. In I. Sigel (Ed.), Theoretical perspectives on the concept of

representation (pp. 231-256). Mahwah, N.J.: Erlbaum.

Mascolo, M. F., Fischer, K. W., & Neimeyer, R. (1999). The dynamic co-development of

intentionality, self, and social relations. In J. B. Brandst dter & R. M. Lerner (Eds.), Action and

self-development: Theory and research through the lifespan (pp. 133-166). Thousand Oaks,

CA: Sage.

Watson, M.W., Alfredson, T., Smith, K.W., & Fischer, K.W. (1999). The relation of family

variables and temperament patterns to aggression in children. Newsletter of the Boston Institute

for the Development of Infants and Parents, 18, 3-5.

Bidell, T. R., & Fischer, K. W. (2000). The role of cognitive structure in the development of

dynamic control: A dynamic skills approach. In W. J. Perrig & A. Grob (Eds.), Control of human

behavior, mental processes, and consciousness: Essays in honor of the 60th birthday of August

Flammer (pp. 183-201). Mahwah, N.J.: Erlbaum.

Fischer, K.W. (2000) Fun: New recipe for reading. Interview by Robert Epstein. Psychology

Today, 33(1), 26.

Fischer, K. W., & Connell, M. (2000). Using neuro-constructivist tools to understand

developmental pathways to disorders: Commentary on Oliver et al. Developmental Science, 3,

24-26.

Fischer, K. W., & Par -Blagoev, J. (2000). From individual differences to dynamic pathways of

development. Child Development, 71, 849-852.

Fischer, K. W., Yan, Z., McGonigle, B., & Warnett, L. (2000). Learning and developing together:

Dynamic construction of human and robot knowledge. In J. Weng & I. Stockman (Eds.),

Workshop on Development and learning: Proceedings of an NSF/DARPA workshop (pp. 50-59).

East Lansing, MI: Michigan State University.

Fischer, K. W., & Rose, L.T. (2001). Webs of skill: How students learn. Educational Leadership,

59 (3), 6-12.

Fischer, K. W., & Watson, M. W. (2001). Die dynamische Entwicklung sozio-emotionaler Rollen

und ihre Verzerrungen in Familien: Der dipuskonflikt [Dynamic development of socioemotional

roles and distortions in families: The case of the Oedipus conflict]. In G. R per, C. von Hagen, &

G. Noam (Eds.), Entwicklung und Risiko: Perspektiven einer Klinischen

Entwicklungspsychologie [Risk and Development: Perspectives from Clinical Developmental

Psychology] (pp. 86-116). Stuttgart: Verlag W.

Fischer, K. W., & Bidell, T. R. (2002). Lo sviluppo dinamico delle strutture psicologiche

nell'azione e nel pensiero. In E. Frauenfelder & F. Santoianni (Eds.), Le scienze biodeducative.

Naples: Liguori.

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 species' variation and change. In N. Granott & J. Parziale

(Eds.), Microdevelopment (pp. 294-318). 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 (pp.279-312).

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 (pp. 131-156). Cambridge, U.K.: Cambridge University Press.

Li, J., & Fischer, K. W. (2002). Shame, respect, and conflict in Chinese childrearing and

relationships. Harvard Children's Initiative (http://www.gse.harvard.edu/~hci/hci/pub/

shame.pdf).

Mascolo, M. F., Fink, R., Li, J., & Fischer, K. W. (2002). Pathways to excellence: Value

presuppositions in the development of academic and affective skills in educational contexts. In

M. Ferrari (Ed.), The pursuit of excellence through education (pp. 113-146). Mahwah, N.J.:

Erlbaum.

Mascolo, M. F. & Fischer, K. W. (2002). Beyond the conduit: Promoting reflective learning about

human development [Review of D. Goldhaber s, 2000, Theories of Human Development:

Integrative Approaches]. Contemporary Psychology, 47, 563-566.

Yan, Z., & Fischer, K. W. (2002). Always under construction: Dynamic variations in adult

cognitive development. Human Development, 45, 141-160.

Ayoub, C. C., Fischer, K. W., & O Connor, Erin 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. (2003). The developing child. (Interview with A. Bucuvalas). HGSE News,

http://gseweb.harvard.edu/news/features/fischer10012003.html. Reprinted In A. Nava (Ed.),

Fundamentals of secondary education. Dubuque, Ia: McGraw-Hill, 2005.

Fischer, K.W., & Bidell, T.R. (2003). Dynamic development of psychological structures in action

and thought. In E. Frauenfelder & F. Santoianni (Eds.), Mind, learning, and knowledge in

educational contexts: Research perspectives in bioeducational sciences (pp. 70-91). London:

Cambridge Scholars Press. (Excerpted from Fischer & Bidell, 1998)

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., & Kaplan, U. (2003). Piagetian theory: Development of conceptual structure. In

Lynn Nadel (Ed.), Encyclopedia of Cognitive Science (Vol. 3, pp. 683-687). London: Nature

Publishing Group/MacMillan.

Fischer, K. W., & Kaplan, U. (2003). Jean Piaget: Biography. In Lynn Nadel (Ed.), Encyclopedia

of Cognitive Science (Vol. 3, pp. 679-682). London: Nature Publishing Group/MacMillan.

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.

Mascolo, M. F., & Fischer, K. W. (2003). Beyond the nature-nurture divide in development and

evolution. [Review of Gilbert Gottlieb's Individual Development and Evolution]. Contemporary

Psychology, 48, 842-847.

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.

Schwartz, M.S., & Fischer, K.W. (2003). Building vs. borrowing: The challenge of actively

constructing ideas in post-secondary education. Liberal Education, 89(3), 22-29.

Fischer, K..W. (2004). Myths and promises of the learning brain. Ed Magazine, June 2004.

Reprinted In A. Nava (Ed.), Fundamentals of secondary education. Dubuque, Ia: McGraw-Hill,

2005 and elsewhere.

Fischer, K.W. (2004). Learning and the brain. HGSE News Interview.

http://www.gse.harvard.edu/news/features/fischer08012004.html. Reprinted In A. Nava (Ed.),

Fundamentals of secondary education. Dubuque, Ia: McGraw-Hill, 2005 and elsewhere.

Karcher, M. J., & Fischer, K. W. (2004). A developmental sequence of skills in adolescents'

intergroup understanding. Journal of Applied Developmental Psychology, 25, 259-282.

Li, J., & Fischer, K. W. (2004). Thought and affect in American and Chinese learners' beliefs

about learning. In D. Dai & R. J. Sternberg (Eds.), Motivation, emotion, and cognition:

Integrative perspectives on intellectual functioning and development (pp. 385-418). Mahwah,

N.J.: Erlbaum.

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., & Smith, K. (2004). Pathways to aggression in

children and adolescents. Harvard Educational Review, 74, 404-430.

Yan, Z., & Fischer, K. W. (2004). How children and adults learn to use computers: A

developmental approach. In D. Sharma (Ed.), New Directions for Child & Adolescent

Development: Vol. 105. Human technogenesis: Cultural pathways through the information age

(pp. 41-61). San Francisco: Jossey-Bass.

Watson, M.W., Burdzovic Andreas, J., Fischer, K.W., & Smith, K.W. (2005). Pathways of risk

factors leading to victimization and aggression in children and adolescents. In K. Kendall-

Tackett & S. Giacomoni (Eds.), Victimization of children and youth: Patterns of abuse, response

strategies (pp. 12.1-12.23). Kingston, N.J.: Civic Research Institute.

Bidell, T. R., & Fischer, K. W. (2005). Between nature and nurture: Human agency in the

epigenesis of intelligence [revised version of Bidell & Fischer, 1996]. In I. V. Ravich-Shcherbo &

M. Alfimova (Eds.), Psychogenetics: A Book of Readings [in Russian]. Moscow: Academia

Educational and Publishing Center.

Dawson-Tunik, T.L., Commons, M., Wilson, M., & Fischer, K.W. (2005). The shape of

development. European Journal of Developmental Psychology, 2, 163-195.

Dawson-Tunik, T. L., Fischer, K. W., & Stein, Z. (2005). Do stages belong at the center of

developmental theory? A commentary on Piaget's stages. New Ideas in Psychology, 8(6), 255-

263.

Mascolo, M. F., & Fischer, K. W. (2005). The new constructivism: The dynamic development of

psychological structures. In B. Hopkins, R. G. Barre, G. F. Michel, & P. Rochat, (Eds.).

Cambridge encyclopedia of child development (pp. 49-63). Cambridge, U.K.: Cambridge

University Press.

Schwartz, M. S., & Fischer, K. W. (2005). Building general knowledge and skill: Cognition and

microdevelopment in science learning. In A. Demetriou & A. Raftopoulos (Eds.), Emergence

and transformation in mind: Modeling and measuring cognitive change (pp. 157-185).

Cambridge, U.K.: Cambridge University Press.

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., &

Fischer, K. W. (2006). Cognitive and emotional differences in young maltreated children: A

translational application of dynamic skill theory. Development and Psychopathology, 18, 670-

706.

Bidell, T.R., & Fischer, K.W. (2006). Between nature and nurture: Human agency in the

epigenesis of intelligence. In M.V. Alfimova & I.V. Ravich-Shcherbo (Eds.), Psychogenetics. A

book of readings (pp. 382-430). Moscow: Academia Publishing Center.

Dawson, T. L., & Fischer, K.W. (2006). Implications of assessments for learners. Measurement.

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. (2006). President s message. The.MBE.Pons, 1(1), 1.

Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action and thought. In R. M.

Lerner (Ed.), Handbook of child psychology. Vol 1: Theoretical models of human development

(6th ed., 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.

Fischer, K.W., & Fusaro, M. (2006). Building Mind, Brain, and Education. The.MBE.Pons, 1(2),

1.

Schwartz, M. S., & Fischer, K. W. (2006). Useful metaphors for tackling problems in teaching

and learning. About Campus, 11(1), 2-9.

Coch, D., Dawson, G., & Fischer, K. W. (Eds.). (2007). Human behavior, learning, and the

developing brain: Atypical development (2nd ed.). New York: Guilford.

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