VITA
~~~~~~~~~~~~~
Willis F. Overton, Ph.D.
Thaddeus L. Bolton Professor of Psychology

BOOKS

Overton, W. F. & Palermo, D. S. (Eds.) (1994). The Nature and Ontogenesis of Meaning. Hillsdale, NJ: Erlbaum Associates.

Overton, W. F. (Ed.) (1990). Reasoning, Necessity, and Logic: Developmental Perspectives. Hillsdale, NJ: Erlbaum.

Overton, W. F. (Ed.) (1983). The relationship between social and cognitive development. Hillsdale, NJ: Lawrence Erlbaum.

Overton, W. F. & Gallagher, J. (Eds.) (1977). Knowledge and Development: Advances in Theory and Research. New York: Plenum.

METATHEORY, THEORY, & METHODOLOGY

Overton, W. F. (2002).  Development Across the Life Span:  Philosophy, concepts, theory. In: R. M. Lerner, M A. Easterbrooks, & J. Mistry (Eds.)  Comprehensive Handbook of Psychology: Developmental Psychology (Volume 6).  Editor-in-Chief: Irving B. Weiner.   New York: Wiley.

Overton, W. F. (2002).  Understanding, Explanation, and Reductionism:  Finding a Cure for Cartesian Anxiety. In L. Smith, and T. Brown, (Eds.).  Reductionism, (pp.29-51).  Mahwah, NJ: Lawrence Erlbaum Associates.

Takahashi, M., & Overton, W. F. (2002). Wisdom: Toward a culturally inclusive understanding. International Journal of Behavioral Development, 26, 267-277.

Overton, W. F. (2000).  Is and ought – Fact and value:  A relational developmental perspective.  In M. Laupa (Ed.), Rights and wrongs: How children and young adults evaluate the world, New Directions for Child Development.  San Francisco: Jossey-Bass

Overton, W. F. (1999).  Nativism, empiricism and developmental dynamic action systems.  Developmental Science 3, 281-282.

Overton, W. F. (1998). Developmental psychology: Philosophy, concepts, and methodology. In R. M. Lerner (Ed.) Theoretical models of human development. Volume 1 of the Handbook of child psychology, pp. 107-188. (5th ed.), Editor-in-Chief: William Damon. New York: Wiley.

Overton, W. F. (1998). Relational-developmental theory: A psychological perspective. In D. Goerlitz, H. J. Harloff, J. Valsiner, & G. Mey (Eds.), Children, cities, and psychological theories: Developing relationships (pp. 315-335). Berlin-New York: de Gruyter/Mouton.

Overton, W. F. (1997). Beyond dichotomy: An embodied active agent for cultural Psychology. Culture and Psychology, 3, 315-334.

Overton, W. F. (1997). Marching toward the millennium. Human Development, 40, 102-108.

Overton, W. F. (1994). The arrow of time and cycles of time: Concepts of change, cognition, and embodiment.  Psychological Inquiry, 5, 215-237

Overton, W. F. (1994). Interpretationism, pragmatism, realism, and other ideologies. Psychological Inquiry, 5, 260-271.

Overton, W. F. (1991). The structure of developmental theory. In H. W. Reese (Ed.) Advances in child development and behavior, Vol. 23. New York: Academic Press, 1-37.

Reprinted in P. van Geert & L. P. Mos (Eds.) (1991). Annals of theoretical psychology. Vol. 7. New York: Plenum, pp. 191-235.

Overton, W. F. (1991). Metaphor, recursive systems and paradox in science and developmental theory. In H. W. Reese (Ed.) Advances in child development and behavior, Vol. 23. New York: Academic Press, 59-71.

Reprinted in P. van Geert & L. P. Mos (Eds.) (1991). Annals of theoretical psychology. Vol. 7. New York: Plenum, pp. 261-277.

Overton, W. F. (1991). Historical and contemporary perspectives on developmental theory and research strategies. In R. Downs, L. Liben and D. Palermo (Eds.). Visions of aesthetics, the environment, and development. The legacy of Joachim Wohlwill. Hillsdale, NJ: Erlbaum, pp. 263-311.

Overton, W. F. (1991). Narratives and observations in contemporary scientific psychology. Psychological Inquiry, 2, 356-357.

Overton, W. F. (1991). The arrow of time and cycles of time: Implications for change in cognitive development. In J. Montangero, A. Cornu-Wells, A. Tryphon, & J. Voneche (Eds.) Conceptions of change over time. Geneva: Foundation Archives Jean Piaget, pp. 159-180.

Overton, W. F., & Montangero, J. (1991). Jean Piaget. In R. Lerner, A. Petersen & J. Brooks-Gunn (Eds.) The encyclopedia of adolescence. New York: Garland, pp. 803-804.

Montangero, J., Overton, W. F. (1991). Barbel Inhelder. In R. Lerner, A. Petersen & J. Brooks-Gunn (Eds.) The encyclopedia of adolescence. New York: Garland, pp. 555-556.

Overton, W. F. (1988). Form and function of developmental theory. Archives de Psychologie, 56, 241-244.

Overton, W. F. (1985). Scientific methodologies and the competence - moderator - performance issue. In E. Neimark, R. DeLisi, and J. Newman (Eds.), Moderators of competence. Hillsdale, NJ: Erlbaum, 15-41.

Overton, W. F. (1985). Psychology, philosophy, and scientific research programs. In K.B. Madsen & R. Mos (Eds.), Annals of theoretical psychology. Vol 3. New York: Plenum, pp. 279-290.

Overton, W. F. (1984). World views and their influence on psychological theory and research: Kuhn--Lakatos--Laudan. In H.W. Reese (Ed.), Advances in child development and behavior. Vol 18. New York: Academic Press, pp. 191-226.

Overton, W. F. (1984). Comments on Beilin's epistemology and Palermo's defense of Kuhn. In H.W. Reese (Ed.), Advances in child development and behavior. Vol 18. New York: Academic Press, 273-276.

Overton, W. F., & Reese, H. W. (1981). Conceptual prerequisites for an understanding of stability-change and continuity-discontinuity. International Journal of Behavioral Development, 4, 99-123.

Translated and reprinted in Eta Evolutia, 14, 32-48.

Overton, W. F. (1981). Piaget and patterns of scientific explanation. Genetic Epistemologist. 9, 17-20.

Overton, W. F. (1981). Presentation in Reflections on Piaget. In J. Broughton, B. Leadbeater & E. Amsel (Eds.), Proceedings of the Jean Piaget Memorial Conference. Teachers College Record, 83, 161-163.

Reese, H. W., & Overton, W. F. (1980). Models, methods, and ethics of intervention. In H. W. Reese (Ed.), Life-span developmental psychology: Intervention. New York: Academic Press, pp. 29-47.

Overton, W. F. (1978). Klaus Riegel's theoretical contributions: Some thoughts on stability and change. Human Development, 21, 360-363.

Overton, W. F. (1976). The active organism in structuralism. Human Development, 19, 71-86.

Overton, W. F., & Reese, H. W. (1976). General models for man-environment relations. In H. McGurk (Ed.), Ecological factors in human development. The Netherlands: North Holland.

Overton, W. F., (1975). Environmental ontogeny: A cognitive view. In K. Riegel and J. Meacham (Eds.), The developing individual in a changing world. Vol. II. Social and environmental issues. The Hague: Mouton.

Overton, W. F., (1975). General systems, structure and development. In K. Riegel and G. Rosenwald (Eds.), Structure and transformation: Developmental aspects. New York: Wiley Interscience, pp. 61-81.

Overton, W. F., & Reese, H. W. (1973). Models of development: Methodological implications. In J.R. Nesselroade and H.W. Reese (Eds.), Life-span developmental psychology; Methodological issues. New York: Academic Press, pp. 65-86.

Translated and reprinted in P. Baltes (Eds.) (1979). Entwicklung-Psychology der lebensspane. Stuttgart: Klett-Cotta.

Overton, W. F. (1973). On the assumptive base of the nature-nurture controversy: Additive versus interactive conceptions. Human Development, 16.

Overton, W. F. (1972). Piaget's theory of intellectual development and progressive education. In. J.R. Squire (Ed.), A new look at progressive education. Washington: Association for Supervision and Curriculum Development, pp. 88-115.

Overton, W. F., & Reese, H. W. (1972). On paradigm shifts. American Psychologist, 27, 1197-1199.

Reese, H. W., & Overton, W. F. (1970). Models of development and theories of development. In L.R. Goulet and P.B. Baltes (Eds.), Life-span developmental psychology: Research and theory. New York: Academic Press, pp. 115-145.

COGNITIVE DEVELOPMENT

GENERAL

Mueller, U., & Overton, W. F. (1998). How to grow a baby. A re-evaluation of image-schema and Piagetian action approaches to representation. Human Development, 41, 71-111.

Mueller, U., & Overton, W. F. (1998). Action theory of mind and representational theory of mind: Is Dialogue Possible? Human Development, 41, 127-133.

Mueller, U., Sokol, B., & Overton, W. F. (1998). Reframing a constructivist model of the development of mental representations. The role of higher-order operations. Developmental Review, 18, 155-201.

Mueller, U., Sokol, B., & Overton, W. F. (1998). Constructivism and development: Reply to Smith's commentary. Developmental Review, 18, 207-210.

Overton, W. F. (1994). The arrow of time and cycles of time: Concepts of change, cognition, and embodiment. Psychological Inquiry, 5, 215-237.

Overton, W. F. (1994). Contexts of meaning: The computational and the embodied mind. In W. F. Overton & D. S. Palermo (Eds.) The nature and ontogenesis of meaning. Hillsdale, NJ: Erlbaum Associates, pp. 1-18.

Overton, W. F. (1991). Competence, procedures and hardware: Conceptual and empirical considerations. In M. Chandler and M. Chapman (Eds.) Criteria for competence: Controversies in the assessment of children's abilities. Hillsdale, NJ: Erlbaum, pp. 19-42.

Overton, W. F., & Byrnes, J. (1991). Cognitive development. In R. Lerner, A. Petersen & J. Brooks-Gunn (Eds.) The encyclopedia of adolescence. New York: Garland, pp. 151-156.

Overton, W. F., & Newman, J. (1982). Cognitive development: A competence-activation/utilization approach. In T. Field, A. Huston, H. Quay, L. Troll, & G. Finley (Eds.), Review of Human Development. New York: Wiley and Sons, Inc., pp. 217-241.

Overton, W. F., & Newman, J. (1982). Life-span cognitive intervention research: A competence-activation/ utilization approach. In J. DeWit & A.L. Benton (Eds.), Perspectives in child study. Lisse: Swets & Zeitlinger B.V. pp. 26-37.

REASONING

Chapell, M. S. & Overton, W. F. (2002).  Development of logical reasoning and the school performance of African American adolescents in relation to socioeconomic status, ethnic identity, and self-esteem.  Journal of Black Psychology, 28, 295-317.

Mueller, U., Overton, W. F., & Reene, K. (2001). Development of conditional reasoning: A longitudinal study. Journal of Cognition and Development, 2, 27-49

Mueller, U., Sokol, B. & Overton, W. F. (1999).  Developmental sequences in class reasoning and propositional reasoning.  Journal of Experimental Child Psychology, 74, 69-106. 

Chapell, M. S. & Overton, W. F. (1998). Development of logical reasoning in the context of parental style and test anxiety. Merrill-Palmer Quarterly, 44, 141-156.

Takahashi, M. & Overton, W. F. (1996). Formal reasoning in Japanese older adults: The role of metacognitive strategy, task content, and social factors. Journal of Adult Development, 3, 81-91.

Pollack, R. D., Overton, W. F., Rosenfeld, A., & Rosenfeld, R. (1995). Formal reasoning in late adulthood: The role of semantic content and metacognitive strategy. Journal of Adult Development, 2, 1-14.

Foltz, C., Overton, W. F., & Ricco, R. (1995). Proof construction: Adolescent development from inductive to deductive problem solving strategies. Journal of Experimental Child Psychology, 59, 179-195.

Reprinted in L. Smith (Ed.) (1996). Critical readings on Piaget. London: Routledge.

Overton, W. F. (1994). Reasoning. In V. S. Ramachandran (Ed.), Encyclopedia of Human Behavior. New York: Academic Press, vol. 4, pp. 13-24.

Overton, W. F. (1991). Reasoning in adolescence. In R. Lerner, A. Petersen & J.Brooks-Gunn (Eds.) The encyclopedia of adolescence. New York: Garland, pp. 912-916.

Ward, S., Byrnes, J., & Overton, W. F. (1990). Organization of knowledge and conditional reasoning. Journal of Educational Psychology, 82, 832-837.

Ward, S., & Overton, W. F. (1990). Semantic familiarity, relevance, and the development of deductive reasoning. Developmental Psychology, 26, 488-493.

Overton, W. F. (1990). Competence and procedures: Constraints on the development of logical reasoning. In Willis F. Overton (Ed.), Reasoning, Necessity, and Logic: Developmental Perspectives. Hillsdale, NJ: Erlbaum, pp. 1-32.

Byrnes, J. & Overton, W. F. (1988). Reasoning about logical connectives: A developmental analysis. Journal of Experimental Child Psychology, 46, 194-218.

Overton, W. F., Ward, S., Noveck, I., Black, J., & Obrien, D. (1987). Form and content in the development of deductive reasoning. Developmental Psychology, 23, 22-30.

Reprinted in L. Smith (Ed.) (1992). Jean Piaget Critical Assessments. (Vol. 1). London: Routledge.

O'Brien, D., Costa, G., & Overton, W. F. (1986). Evaluations of causal and conditional hypotheses. Quarterly Journal of Experimental Psychology, 38A, 493-512.

Byrnes, J. & Overton, W. F. (1986). Reasoning about certainty and uncertainty in concrete, causal, and propositional contexts. Developmental Psychology, 22, 793-799.

Overton, W. F., Byrnes, J. & O'Brien, D. (1985). Developmental and individual differences in conditional reasoning: The role of contradiction training and cognitive style. Developmental Psychology, 21, 692-701.

Meehan, A., & Overton, W. F. (1982. Individual differences in formal operational thought: sex role and learned helplessness. Child Development, 53, 1536-1543.

O'Brien, D., & Overton, W. F. (1982). Conditional reasoning and the competence-performance issue: A developmental analysis of a training task. Journal of Experimental Child Psychology, 34, 274-290.

O'Brien, D., & Overton, W. F. (1980). Conditional reasoning following contradictory evidence: A developmental analysis. Journal of Experimental Child Psychology, 30, 44-61.

Clayton, V., & Overton, W. F. (1976). Concrete and formal operational thought processes in young adulthood and old age. Aging and Human Development, 7, 195-203.

Overton, W. F., Cunningham, W., & Clayton, V. (1974). Fluid and crystallized intelligence in young adulthood and old age. Journal of Gerontology, 30, 53-55.

CONCEPT DEVELOPMENT

Ward, S., Newcombe, N., & Overton, W. F. (1986). Turn left at the church, or three miles north: A study of direction giving and sex differences. Environment and Behavior, 18, 192-213.

Meehan, A., & Overton, W. F. (1986). Gender differences in expectancies for success and performance on Piagetian spatial tasks. Merrill - Palmer Quarterly, 32, 427-441.

Marcus, D., & Overton, W. F. (1978). The development of cognitive gender constancy and sex role preference. Child Development, 49, 434-444.

Overton, W. F., & Hornblum, J. (1976). Area and volume conservation among the elderly: Assessment and training. Developmental Psychology, 12, 68-74.

Overton, W. F., & Jackson, J. (1973). The representation of imagined objects in action sequences: A developmental study. Child Development, 44, 309-314.

Overton, W. F., & Brodzinsky, D. (1972). Perceptual and logical factors in the development of multiplicative classification. Developmental Psychology, 6, 104-109.

Overton, W. F., Brodzinsky, D., & Jackson, J. (1972). Effects of perceptual shielding in the development of spatial perspectives. Child Development, 43, 1041-1046.

Overton, W. F., & Lipton, C. (1971). Anticipatory imagery and modified anagram solutions: A developmental study. Child Development, 42, 615-623.

Overton, W. F., Wagner, J., & Dolinsky, H. (1971). Social class differences and task variables in the development of multiplicative classification. Child Development, 42, 1951-1958.

Overton, W. F., & Jordan, R. (1971). Stimulus preference and multiplicative classification in children. Developmental Psychology, 5, 505-510.

PSYCHOPATHOLOGY & PERSONALITY

Reimer, M., Overton, W. F., Steidl, J., Rosenstein, D., & Horowitz, H. (1996). Familial responsiveness and behavioral control: Influences on adolescent psychopathology, attachment, and cognition. Journal of Research on Adolescence, 6, 87-112.

Horowitz, H., Overton, W. F., Rosenstein, D., & Steidl, J. (1992). Comorbid adolescent substance abuse: A maladaptive pattern of self-regulation. Adolescent Psychiatry, 18, 465-483.

Steidl, J., Horowitz, H., Overton, W. F, & Rosenstein, D. (1992). Family interaction as regulatory context in adolescence. Adolescent Psychiatry, 18, 484-490.

Rosenstein, D., Horowitz, H., Steidl, J., & Overton, W. F. (1992). Attachment and internalization: Relationship as a regulatory context. Adolescent Psychiatry, 18, 491-501.

Overton, W. F., Steidl, J., Rosenstein, D., & Horowitz, H. (1992). Formal operations as regulatory context in adolescence, Adolescent Psychiatry, 18, 502-513.

Overton, W. F. & Horowitz, H. (1991). Developmental psychopathology: Differentiations and integrations. In D. Cicchetti and S. Toth (Eds.), Rochester Symposium on developmental psychopathology, Vol. 3, Rochester, NY: University of Rochester Press, pp. 1-42.

Black, J., & Overton, W. F. (1990). Reasoning, logic, and thought disorders: Deductive reasoning and developmental psychopathology. In Willis F. Overton (Ed.) Reasoning, Necessity, and Logic: Developmental Perspectives. Hillsdale, NJ: Erlbaum, pp. 255-297.

Johnson, J. A., Germer, C. H., Efran, J. S., & Overton, W. F. (1988). Personality as the basis for theoretical predilections. Journal of Personality and Social Psychology, 55, 824-835.

MISC.

Overton, W. F., & Wiener, M. (1966). Visual field position and word recognition threshold. Journal of Experimental Psychology, 71, 249-253.

Blane, H., Chafets, M. & Overton, W. F. (1963). Social factors in the diagnosis of alcoholism: I. Characteristics of the patient. Quarterly Journal of Studies on Alcohol, 24, 640-663.

Reprinted in H. Blane & M. Hill, (Eds.) (1970). Frontiers on Alcoholism. New York: Science House.

BOOK REVIEWS

Piaget, J. Possibility and necessity. Volume 1. The role of possibility in cognitive development. Volume 2. The role of necessity in cognitive development. Minneapolis, MN: University of Minnesota Press. In Contemporary Psychology, 1989, 34, 629-631.

Rosen, H. Piagetian dimensions of clinical relevance. New York: Columbia University Press. In Contemporary Psychology, 1987, 32, 349-350.

Droz, R., & Rahmy, M. Understanding Piaget. New York: International University Press. In Contemporary Psychology, 1977, 22, 39.

Inhelder, B., & Chipman, H. Piaget and his school. New York: Springer-Verlag. In Contemporary Psychology, 1977, 22, 622-623.

Piaget, J., Fraisse, P., & Reuchlin, M. History and method, Vol. I (Experimental Psychology Series). New York: Basic Books. In Contemporary Psychology, 1970, 15, 10-11.

Nuttin, J., Fraisse, P., & Meili, R. Activation, emotion, and personality, Vol. V (Experimental Psychology Series). New York: Basic Books. In Contemporary Psychology, 1970, 15, 39.