teresting and important result. But it does not necessarily mean that lability is a generalized attribute of Caucasian children that will appear in all contexts and at all ages. We must begin to replace statements about abstracted traits with statements about dispositions in classes of contexts.
This volume is one of a series of recent announcements declaring the reunion of psychology with its proper partner. The phenomena we have seen through one lens--crying to separation, symbolic play, or learning to read--suddenly take on an enriching dimension. More important, the empirical probes of these phenomena and the explanations we will accept as satisfying have been profoundly changed. The authors of these contributions have enriched our understanding of development and have hastened the day when the coherences between biological and psychological processes will be less disguised.
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