The Origins of Action

1 The Concept of Action: A Historical Perspective.- I. Introduction.- II. Action theory and the organismic paradigm.- III. On autonomous man.- IV. Alternative action models.- V. A learning theory approach.- VI. Actions and psychological theory.- VII. Intentional actions.- VIII. Structural developmental theory and action theory.- IX. The concept of "locus of control".- X. Plans of action.- XI. A developmental perspective.- XII. Conclusion.- 2 Determinants of Action: An Organismic and Holistic Approach.- I. Introduction.- II. Self-regulation.- III. How selfish is self-regulation?.- IV. Determinants of action.- V. An activity-levels model of development: Organism- environment interaction.- VI. Development of the self-system.- 3 Self-object Relation as a Basis of Human Development.- I. Introduction.- II. The formation of self-object relations.- III. The social nature of object relations.- IV. The other side of the coin: Social interaction as shared object relations.- V. Valences of objects.- VI. General principles of self-object relations: Looking at the process.- VII. Some developmental trends.- VIII. Application of the action categories to children's role play: summarizing demonstration.- IX. Concluding remarks.- 4 The Role of Internalization in the Transfer of Mnemonic Strategies.- I. Introduction.- II. A framework for examining transfer.- III. Current research on the transfer of memory strategies.- IV. The development of transfer skill: Analyzing variability.- V. Children as adaptive memorizers: The Vygotskyan approach and the social nature of cognitive tasks.- 5 The Significance and Function of Students' Goals.- I. Introduction.- II. The significance of students' goals.- III. Dimensions of students' goals.- IV. Changes and stabilities in students' goals.-V. Conclusion.- 6 Interests and their Structural Development: Theoretical Reflections.- I. Introduction.- II. Philosophy of man: Relationships with the environment and action theory.- III. Affect and motivation.-