Brad Jesness has added an update
Apr 28,2019
FINALLY _A_ Paradigm to Raise Psychology from a Preparadigmatic State (the latter, associated with NON-science) [ ALL real, well-founded, most-empirical Psychology HERE. ]
This Project, with its set of References (Articles and BOOKS, & Updates) may be formally considered a full-fledged PARADIGM (FINALLY, _A_ paradigm to raise Psychology from a preparadigmatic (and pre-science) state, especially General Psychology and Developmental Psychology): Better assumptions; stricter & better empiricism; better foundations for all cognitive processes; clear NEW observations sought (i.e. major discoveries sought) VIA NEW observation methods; & with clear empirical verifiable/falsifiable HYPOTHESES.
Brad Jesness has added an update
Apr 1,2019
The end of the nature/nurture dualism and several others (through better empiricism -- direct observable overt behavior patterns for the foundation of EVERYTHING)
I have described the "higher" innate guidances which occur during the ontogeny of the human (ages 2 - 18+ yr. old). It is basically a neo-Piagetian theory that COMPLETES Piaget's theory in the most major ways needed (well recognized as big holes in his theory by Piaget himself: an account for Equilibration Type 2 (the balance between stages -- to switch or not to switch, to put it crudely), which he accounted for ONLY by saying : the stage shifts occur "with maturation". He knew this 'explanation' to be grossly inadequate (in good part explaining why his last book was on equilibration). What that-which-yields-stage-switches may be (and likely are) and what they are likely like in their nature (because of what may be effective and very integrated and integrable, YET effective for the development of higher concepts and higher thinking) is periodic timely "perceptual shifts", leading soon to perceptual/attentional shifts (and to the development of our "higher" concepts, etc). As simple as this, IN THE CONTEXT OF THE WORKINGS OF OUR MEMORIES AND THEN IN THE CONTEXT OF WORKING MEMORY (in the appropriate environmental circumstances/aspects), suffices and is FAR more helpful than limiting -- it INCREASES LEARNING, rather than significantly limiting it in any way (one of several stereotypes broken by the perspective -- not to mention the complete elimination of the nature/nurture problem). There are no known shortcuts in how to come to understand this because, though well-justified and well-based (empirical, AND with directly empirically testable hypotheses about directly observable overt phenomenon/behavior), it involves huge changes in usual/typical ways of thinking (a full-fledged, true paradigm shift). Here are the readings necessary to come to know this perspective and approach (more truly empirical than any system/theory presently existing): A Human Ethogram: Its Scientific Acceptability and Importanc... AND "Essentially, all Recent Essays on Ethogram Theory"