Cognitive development and epistemology /

Cognitive Development and Epistemology.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autores Corporativos: National Science Foundation (U.S.), State University of New York at Binghamton
Otros Autores: Mischel, Theodore, 1925- (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: New York, Academic Press, �1971.
Temas:
Cognition in children.
Knowledge, Theory of.
Cognition.
Cognition
Cognition chez l'enfant.
Th�eorie de la connaissance.
epistemology.
cognition.
Cognitieve ontwikkeling.
Kennistheorie.
Conference papers and proceedings.
Congress
Actes de congr�es.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Front Cover; Cognitive Development and Epistemology; Copyright Page; Table of Contents; List of Contributors; PREFACE; Part I: Cognitive Development and Epistemology; CHAPTER 1. EPISTEMOLOGY AND CONCEPTUAL DEVELOPMENT; I. The Status of Genetic Epistemology; II. Conceptual Development and Conceptual Understanding; III. The Nature of Piaget's Theory; IV. Epistemological Priorities in the Growth of Understanding; V. Conclusion; References; CHAPTER 2. THE CONCEPT OF ""STAGES"" IN PSYCHOLOGICAL DEVELOPMENT; I. Introduction; II. The Methodology of New Sciences
  • III. Concepts : Their Acquisition and EmploymentIV. Functional Achievements and Their Description; V. Conclusion; Postscript; References; CHAPTER 3. GENETIC PSYCHOLOGY, GENETIC EPISTEMOLOGY, AND THEORY OF KNOWLEDGE; I. Introduction; II. Is a ""Genetic Epistemology"" Possible?; III. Is Genetic Psychology Relevant to Epistemology?; IV. Special Questions; V. Conclusion; References; Part II: Basic Issues in the Psychology of Cognitive Development; Section A: The Development of Physical Concepts; CHAPTER 4. THE DEVELOPMENT OF PHYSICAL CONCEPTS; I. Aspects of General Theory
  • II. Perception and CognitionIII. Representation and Knowledge; IV. Development of the Child's Concept of an Object; V. The Construction of Space; VI. Development of Causality; VII. Time; VIII. Practical Intelligence and Conceptual Thought; IX. Conclusion; References; CHAPTER 5. COMMENTS ON BEILIN'S THE DEVELOPMENT OF PHYSICAL CONCEPTS
  • I. Determinants and Outcomes of Cognitive Development; II. Developmental Sequences; III. Equilibration; IV. Philosophy and Developmental Psychology; References; CHAPTER 6. FROM PRAXIS TO LOGOS: Genetic Epistemology and Physics
  • I. Genetic Epistemology and Physical ScienceII. On Piaget's Mentalism
  • III. From Mentalism to Innatism
  • References; Part II: Basic Issues in the Psychology of Cognitive Development; Section B: The Development of Moral Concepts; CHAPTER 7. FROM IS TO OUGHT: How to Commit the Naturalistic Fallacy and Get Away with It in the Study of Moral Development; I. Genetic Epistemology and Moral Psychology; II. Universale and Relativity in Moral Development; III. The Cognitive-Developmental Theory of Moralization; IV. Moral Stages as a Hierarchy of Forms of Moral Integration
  • v. Our Stages Form an Order of Moral Adequacy : the Formalist ClaimVI. The Claim for Principles of Justice; VII. From Is to Ought
  • VIII. From Thought to Action; References; CHAPTER 8. MORAL DEVELOPMENT: A Plea for Pluralism; I. Introduction; II. Exposition of Kohlberg's Theory; III. Some Doubts about Details; IV. Virtues and Habits; V. Is Kohlberg Prescribing a Morality?; VI. Freud and Moral Failure; References; CHAPTER 9. COMMENTS ON KOHLBERG'S FROM IS TO OUGHT
  • References; Part II: Basic Issues in the Psychology of Cognitive Development

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