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Cognitive Development

简体网页||繁体网页
Gobbo, Camilla/ Morra, Sergio/ Marini, Zopito A./ Sheese, Ronald 作者
Lawrence Erlbaum Assoc Inc
译者
2007-9 出版日期
430 页数
$ 56.44 价格
Pap
丛书系列
9780805863505 图书编码

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发表于2024-11-29


Cognitive Development 在线电子书 epub 下载 mobi 下载 pdf 下载 txt 下载 2024

Cognitive Development 在线电子书 epub 下载 mobi 下载 pdf 下载 txt 下载 2024

Cognitive Development 在线电子书 pdf 下载 txt下载 epub 下载 mobi 下载 2024



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Tying together almost four decades of neo-Piagetian research, "Cognitive Development" provides a unique critical analysis and a comparison of concepts across neo-Piagetian theories. Like Piaget, neo-Piagetian theorists take a constructivist approach to cognitive development, are broad in scope, and assume that cognitive development is divided into stages with qualitative differences. Unlike Piaget, however, they define the increasing complexity of the stages in accordance with the child's information processing system, rather than in terms of logical properties. This volume illustrates these characteristics and evidences the exciting possibilities for neo-Piagetian research to build connections both with other theoretical approaches such as dynamic systems and with other fields such as brain science. The opening chapter provides a historical orientation, including a critical distinction between the "logical" and the "dialectical" Piaget. In subsequent chapters, the major theories and experimental findings are reviewed, including Pascual-Leone's Theory of Constructive Operators, Halford's structuralist theory, Fischer's dynamic systems approach to skills, Case's theory of Central Conceptual Structures, Siegler's microgenetic approach, and the proposals of Mounoud and Karmiloff-Smith, as well as the work of others, including Demetriou and de Ribaupierre. The interrelation of emotional and cognitive development is discussed extensively, as is relevant non neo-Piagetian research on information processing. The application of neo-Piagetian research to a variety of topics including children's problem solving, psychometrics, and education is highlighted. The book concludes with the authors' views on possibilities for an integrated neo-Piagetian approach to cognitive development.

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