Cognitive development : neo-Piagetian perspectives /
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| Imprint: | New York : Lawrence Erlbaum Associates, c2008. |
|---|---|
| Description: | xvi, 430 p. : ill. ; 23 cm. |
| Language: | English |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/6633495 |
Table of Contents:
- Preface
- 1. From Piaget to the Neo-Piagetians
- Still "Neo-"?
- Two Piagets
- Piaget as Theorist of Logical Competence
- Piaget's Dialectical View of Development
- Problems for the Developmental Theory of Logical Competence
- Synchrony and "Horizontal Decalage"
- Adults' Errors of Logic
- Precocious Logical Reasoning in Children
- Cross-Cultural Differences in Developmental Pathways
- Who Killed Genetic Epistemology
- The Evidence
- The Verdict
- Setting the Stage for Neo-Piagetian Theories
- Information Load and Task Complexity
- Representation and Its Development
- Strategies and Control Processes
- On the Dialogue Between Epistemological Traditions
- Conclusion
- 2. The Theory of J. Pascual-Leone
- Cognitive Development and Cognitive Style
- Field Dependence/Independence
- Field Dependence and Piagetian Tasks
- Schemes and Processing Capacity
- Processing Capacity: Hypotheses Regarding Its Limits and Development
- Research on the CSVI Task
- Schemes: Definitions and Properties
- The Components of Schemes
- The Properties of Schemes
- Scheme Classification
- Examples
- Second Level Operators
- Learning Effects
- Attentional Energy
- The Inhibition of Irrelevant Information
- Field Effects
- Automatic Encoding of Space and Time
- Emotion-Based Activation
- The TCO and Task Analysis
- General Characteristics of the TCO
- Task Analysis
- A Classical Piagetian Problem: The Control of Variables
- Task Analysis
- Experiment
- Is the Water Level Horizontal?
- Task Analysis
- Correlational and Experimental Research
- A Psycholinguistic Problem: The Comprehension of Metaphors
- Task Analysis
- Experimental and Correlational Research
- Planning and Production of Children's Drawings
- Drawing a Partial Occlusion: Task Analysis
- Experimental and Correlational Research
- Cognitive Development and Motor Ability
- Rho Task Analysis
- Research on the Rho Task
- Research on Inhibitory Processes
- Comparing Inhibitory Processes Across Tasks
- Conclusion
- 3. Structuralist Approaches to Developmental Stages
- Piaget's Structuralist Approach
- The Concept of Structure
- Piaget and Structuralism in Psychology
- A Neo-Piagetian Reformulation of Structuralism
- The Symbolic Nature of Thought
- Cognitive Systems
- Relational Complexity
- Experiments on the Comprehension of Systems of Rules
- Conservation and Transitivity Research
- The Question of Information Load
- The Problem
- An Attempted Solution
- Problems and Prospects
- An Attempt at a Synthesis of Two Theories
- Methodological Problems and Theoretical Responses
- Experimental Studies
- Structuralist Approaches to individual Differences
- Analogical Representations, Concrete Operations and Individual Decalages
- Studies on Individual Decalages
- Experiential Structuralism
- Conclusion
- 4. Problem Solving in Children
- The Use of Heuristics in the Solution of Well-Defined Problems
- Heuristics in the Solution of Well-Defined Problems
- The Use of Heuristics in Children's Problem Solving
- Problem Solving and Learning by Analogy
- Children's Understanding of Analogy
- Advantages and Limitations of the Analogical Procedure in Problem Solving
- Instruction and Problem Solving
- Sieglers Model; the Balance Problem
- The Balance Problem and Training
- The Role of Instruction in the Use of Analogical Procedures
- Conclusion
- 5. The Cyclical Nature of Skill Development
- The Development of Dynamic Skills in the Theory of K. Fischer
- Methodology
- Optimal and Functional Level
- The Cyclical Shape of Development
- The Structural Levels of Skill: An Example
- Upper Limit on Skill Level Development
- Change Processes
- Transition Processes and Individual Differences
- Generalization and Specificity
- Some Methodological Notes on the Epigenetic Approach of Skill Theory
- Conclusion
- 6. Structures and Processes in Case's Theory of Development
- General Characteristics of the Theory
- Outlining Cognitive Development in Case's Theory: The Balance Beam Task
- The Development of Sensorimotor Control Structures in Infancy (1-18 Months)
- The Development of Interrelational Control Structures in Preschoolers (1-5 Years)
- Dimensional Control Structures in Middle Childhood (5-11 Years)
- The Development of Vectorial Control Structures in Adolescence (11-19 Years)
- Processes of Change in Executive Control Structures
- Working Memory and Operational Efficiency
- Measuring WM: Problems and Solutions
- Does Operational Efficiency Play a Role in the Size of WM?
- Role of Maturation on WM and Link With Cognitive Development
- Central Conceptual Structures and Their Development
- Central Numerical Structure: The Development of the "Mental Number Line"
- Central Narrative Structure: The Development of "Mental Story Line"
- Is There Support for the Existence of CCSs?
- Processes of Change in CCS Development and Relationship With ECS
- Factors Influencing the Development of Central Conceptual Structures
- Role of WM on Central Conceptual Structures
- Role of Experience in Development of CCS
- Conclusion
- 7. Cognitive Development as Change in Representations
- General Changes in Representation: Mounoud's Qualitative Developmental Progression
- General Form of Mounoud's Developmental Model
- Phases in Mounoud's Developmental Model
- Empirical Support for the Model
- Specific Changes in Knowledge Representation in A. Karmiloff-Smith
- From Procedural Knowledge to the Construction of Theories: The RR Model
- Empirical Support for the RR Model
- Development: What Is Innate in Karmiloff-Smith's Theory?
- Representation and Neuroconstructivism
- Comparing the Two Theories
- Change or Enrichment of Children's Theories?
- Conclusion
- 8. Cognitive Development and Emotional Development
- Daggers Drawn With Psychoanalytic Accounts
- Fischer's Oedipus Conflict and the Unconscious
- Childhood Amnesia
- Emotions, Skills, Social Roles, and Attachment
- A Theory of Emotional Development
- The Emergence of Emotions and Control Structures
- Appraisals, Moods, and Personality Development
- The Horizon of Wisdom
- Conclusion
- 9. Applications
- Psychometric Applications
- Educational Applications
- Curriculum Planning and Individualized Instruction
- An Example: The Missing Addend Problem
- Teaching Central Conceptual Structures
- Other Broad Educational Goals
- Toward a New Foundation of Cognitive Educational Research?
- Heuristic Tools for Task Analysis
- Identifying the Cognitive Units
- Process Modeling
- Conclusion
- 10. In Conclusion
- The Shape of Development
- The Issue of Generality and Specificity in Stage Development
- Continuity and Discontinuity in Stage Development
- Variability in Development
- U-Shaped Behaviors
- Variability as a Cue to Multiple Levels of Cognitive Functioning
- Role of Variability in General Developmental Theories
- Some Notes on Individual Differences
- Information Load and Working Memory
- Models of Working Memory
- Capacity and Speed
- Capacity and Its Interaction With Other Constructs
- Maturation and Environment
- The Issue of Precocious Abilities
- Neurological Maturation and Limits of Environmental Influence
- Summary
- Toward an Integration
- Points of Agreement
- Controversies and Possible Solutions
- Again on Dialectic
- Prospects
- Conclusion
- References
- Author Index
- Subject Index