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Questions on Social Explanation : Piagetian themes reconsidered.
The various contributions to this volume converge on two themes. First, the explanatory role of social interaction, which, for a long time, has been a source of criticism of Piaget's view of intelligence, is dealt with not only in relation to cognitive development, but also to language acquisit...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam/Philadelphia :
John Benjamins Pub. Co.,
1985.
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| Colección: | Pragmatics & beyond ;
6:4. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- QUESTIONS ON SOCIAL EXPLANATION: PIAGETIAN THEMES RECONSIDERED; Editorial page; Title page; Copyright page; Table of contents; Acknowledgements; INTRODUCTION; CHAPTER 1. LANGUAGE AND COGNITIVE DEVELOPMENT; 1.1. PIAGET'S THEORY AND CHILD LANGUAGE RESEARCH: A REASSESSMENT; 1.1.0 Introduction; 1.1.1. Cognitive prerequisites for language; 1.1.2. Social bases of language developme; 1.1.3. From early interaction patterns to language acquisition: which continuity?; 1.1.4. Conclusions; 1.2. ON SPECULARITY AS A CONSTITUTIVE PROCESS IN DIALOGUE AND LANGUAGE ACQUISITION.
- 1.3 LANGUAGE AND COGNITIVE DEVELOPMENT IN PIAGET'SVIEWCHAPTER 2. COGNITIVE DEVELOPMENT AND SOCIAL INTERACTION; 2.1 PIAGET AND THE SOCIAL DEVELOPMENT OF INTELLIGENCE; 2.0 Introduction; 2.1 Piaget on social interaction in cognitive developm; 2.2. Origins of a misunderstandin; 2.3 Recent empirical studies on social interaction in cognitive developme; 2.4 Grand theory and causal analysis; 2.5 Development and spiraling causality; 2.6 Conclusion; 2.2 EGOCENTRIC ILLUSION OR CAPACITY TO DECENTER?; 2.2.1 Theoretical status of cognitive errors; 2.2.2 Self-awareness and role-taking.
- 2.2.3 Role-taking through socio-cognitive conflict: Experimental evidence2.2.4 Overcoming the conflict; 2.2.5 Conclusions; CHAPTER 3. COGNITIVE DEVELOPMENT AND AFFECTIVITY; 3.1 PSYCHOLOGICAL INVESTIGATION AND INTERVENTION; 3.1.0 Introduction; 3.1.1 The position of the problems; 3.1.2 From epistemology to psychology; 3.1.2.1 Intramental mechanisms and intrapsychic mechanisms; 3.1.2.2 The psychological meaning of mental acquisitions; A. The problem of the invariants; B. The problem of substitute constructions; C. The problem of image and imagery space.
- 3.1.3 The creation of novelty: Clinical research and clinical applications3.1.4 Perspectives of recent research; 3.1.5 Procedure criteria; 3.1.6 Perspectives of recent applications; 3.1.7 Methodological conditions; 3.1.8 Structure, conditions and functioning of the intervention; 3.1.9 Conclusions; FOOTNOTE; 3.2 THE PIAGETIAN CONTRIBUTION TO AN EXTENSION AND REFORMULATION OF THE PSYCHOANALYTIC THEORY OF THOUGHT; 3.2.1 Piaget's basic assumptions with respect to the Freudian system.; 3.2.2 The Freudian model of psychic functioning; 3.2.3 Research and perspectives; FOOTNOTES.
- CHAPTER 4. PIAGETIAN THEORY AND EDUCATIONAL ISSUES4.1 PIAGET'S EQUILIBRATION: A THEORY FOR A SCHOOL FOR THINKING; 4.1.0 Knowledge as thinking; 4.1.1 Equilibration, the life of intelligence; 4.1.2 A school for thinking; 4.1.3 The uniqueness of Piaget's theory; 4.2 GENETIC EPISTEMOLOGY AND THE CURRICULUM; 4.2.1 A frame for the study of the curriculum; 4.2.2 The acquisition of knowledge; 4.2.3 Piaget's system of science; 4.2.4 Neo-Piagetian perspectives; 4.2.5 Knowledge and the curriculum; REFERENCES.