provides a review, long overdue in the developmental literature of post-Piagetian approaches to adolescent cognition, examining classic theories and current research in these three domains. In addition, it highlights the capacity of constructivist theorizing to address issues of human diversity and the implications of a constructivist perspective for secondary education. Accessible even to students with no background in psychology, this book will also be of interest to scholars who study the development of rationality, morality, and/or identity, especially those who are concerned with the interrelations among these domains and with theoretical questions concerning the nature of psychological development beyond childhood.

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