Author: Robbie Case
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 144

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Author: Fergus Craik
Publisher: Psychology Press
ISBN: 1317775074
Category : Psychology
Languages : en
Pages : 656

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Book Description
The chapters in this volume are the edited versions of invited addresses to the XXVI International Congress of Psychology held in Montréal in August 1996. As one major goal of the Congress was to promote communication among specializations in scientific psychology, the speakers were asked to survey their research area and present their own work in a way that would be accessible to their colleagues in other areas. Another purpose of the meeting was to bring researchers together from different parts of the world, reflecting their different approaches to the scientific study of mind, brain, and behavior. Consequently, the eminent researchers who have written the twenty-six chapters included in the present volume were drawn from universities and research institutes in North America, Europe, Japan, Russia, Israel, and New Zealand. The chapters cover a range of topics in human and animal experimental psychology. The first section deals with psychobiological processes - the interplay of body and mind in determining intelligence, stress, and pain. The next five chapters address current issues in neuropsychology and neuroscience, including the neural correlates of attention and vision. A third section looks at learning processes in humans and animals, and a fourth deals with a range of topics in perception and cognition. The final five chapters take a developmental perspective, presenting theoretical and empirical analyses of the acquisition of perceptual and cognitive abilities. Overall, the collection illustrates the growing trend to break down traditional barriers between areas of experimental psychology; there are many instances of profitable interactions between researchers studying aspects of behavior and those studying the biological bases of these behaviors. The twenty-six chapters give an excellent overview of current research in scientific psychology.

Author: Andreas Demetriou
Publisher: Cambridge University Press
ISBN: 9781139442213
Category : Psychology
Languages : en
Pages : 432

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Book Description
Cognitive Developmental Change makes a fascinating contribution to the fields of developmental, cognitive and educational science by bringing together a uniquely diverse range of perspectives for analysing the dynamics of change. Connecting traditional Piagetian, information processing, and psychometric approaches with newer frameworks for the analysis of developmental change it provides the reader with an account of the latest theory and research at the time of publication. The contributors to the volume, all internationally respected experts, were asked when writing to consider three main aspects of cognitive change. Its object (what changes in the mind during development), its nature (how does change occur?) and its causes (why does change occur? Or, what are the internal and external factors responsible for cognitive change?). As a result chapters cover key theories of cognitive change, the factors that affect change including neurological, emotional and socio-cultural factors and methods for measuring and modelling change.

Author: Sergio Morra
Publisher: Psychology Press
ISBN: 1135629730
Category : Education
Languages : en
Pages : 484

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Book Description
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.

Author:
Publisher: Academic Press
ISBN: 0080565972
Category : Psychology
Languages : en
Pages : 399

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Book Description
Advances in Child Development and Behavior is intended to ease the task faced by researchers, instructors, and students who are confronted by the vast amount of research and theoretical discussion in child development and behavior. The serial provides scholarly technical articles with critical reviews, recent advances in research, and fresh theoretical viewpoints. Volume 25 offers perspectives on children's activity memory, spatial representation, social reasoning, and metacognitive development.

Author: Anik De Ribaupierre
Publisher: MDPI
ISBN: 3039210521
Category : Philosophy
Languages : en
Pages : 158

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Book Description
The standard approach to cognitive development most frequently consists of cross-sectional studies comparing different ages and groups while restricted to a single task. The necessity to focus on the individual in an idiographic perspective, rather than on the task or the variable, has been repeatedly emphasized, most recently in several very important papers by Nesselroade and Molenaar. Variability has also emerged as a crucial characteristic. Moreover, understanding the developmental construction of a given cognitive achievement is imperative to understanding cognitive functioning in adulthood. The general objective of this book is to focus on the individual by studying intraindividual and interindividual variability in various cognitive tasks, that is, intraindividual variability across items of a given task (“inconsistency”), across various cognitive tasks (“dispersion”), and/or across years (“intraindividual change”), and of course, on interindividual differences in intraindividual variability. This book presents empirical studies that have been conducted by research groups in Europe and in North America, prominent in the field of variability and development or methodology. The 26 authors/co-authors include senior authors such as Lautrey, Schmiedek, Dauvier, van der Maas, Ghisletta, Stawski, MacDonald, and de Ribaupierre.

Author: Gerald D. Young
Publisher: Springer Science & Business Media
ISBN: 9780306453533
Category : Psychology
Languages : en
Pages : 402

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Book Description
This volume proposes a theoretical integration of several major streams in contemporary psychological theory about adult development and therapy. It adopts the perspective that there are steps in development throughout the adult period, and that they are characterized by a union of the cognitive and affective, the self and the other, and idea with idea (in second-order collective abstractions). That is, they are at once postformal in terms of Piaget's theory, sociocultural in terms ofVygotsky's theory, and postmodern with the latter perspective providing an integrating theme. The affirmative, multivoiced, contextual, relational, other-sensitive side ofpostmodernism is emphasized. Levinas's philosophy of responsibility for the other is seen as congruent with this ethos. The neopiagetian model of development on which the current ap proach is based proposes that the last stage in development concerns collective intelligence, or postmodern, postformal thought. Kegan (1994) has attempted independently to describe adult development from the same perspective. His work on the development of the postmodern mind of the adult is groundbreaking and impressive in its depth. However, I ana lyze the limitations as well as the contributions of his approach, under scoring the advantages of my particular model.

Author: Jean Piaget
Publisher: Psychology Press
ISBN: 1317524772
Category : Psychology
Languages : en
Pages : 162

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Book Description
Originally published in English in 1971, structuralism was an increasingly important method of analysis in disciplines as diverse as mathematics, physics, biology, psychology, linguistics, sociology, anthropology and philosophy. Piaget here offers both a definitive introduction to the method and a brilliant critique of the principal structuralist positions. He explains and evaluates the work of the main people at work in the field – Claude Lévi-Strauss, Michel Foucault, Talcott Parsons, Noam Chomsky – and concludes that structuralism has a rich and fruitful future ahead of it. An indispensable work for serious students and working scholars in almost every field, the book is also an important addition to Piaget’s life-long study of the relationship of language and thought.

Author: Gerald Young
Publisher: Springer Science & Business Media
ISBN: 144199422X
Category : Psychology
Languages : en
Pages : 869

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Book Description
This book sets forth a new model of development from a causal perspective. As this is an area vital to several disciplines. It has been written at multiple levels and for multiple audiences. It is based on the work of Piaget and Neo-Piagetians, but also covers other major models in development. It has elements that make it attractive as a teaching text, but it is especially research-focused. It has clinical applications. It presents many new ideas and models consistent with the existing literature, which is reviewed extensively. Students, researchers, and practitioners should find it useful. The models presented in the present work build on models introduced in prior publications (e.g., Young, 1990a, 1990b; 1997).

Author: Pierre Barrouillet
Publisher: Psychology Press
ISBN: 1136930051
Category : Psychology
Languages : en
Pages : 312

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Book Description
The intellectual development of human beings from birth to adulthood is a fascinating phenomenon. Understanding the constraints that limit children’s intelligence, as well as discovering methods to improve it, has always been a challenging undertaking for developmental psychologists. This book presents a unique attempt to address these issues by establishing a dialogue between neo-Piagetian theorists and researchers specialized in typical and atypical working memory development. The book integrates recent advances in studies of working memory development with theories proposed by the most prominent neo-Piagetian researchers who have emphasized the role of cognitive resources and working memory capacity in the development of thinking and reasoning. In the opening section, the main proponents of this tradition develop their theories of cognitive development in terms of available mental attention, processing efficiency and speed, inhibition and relational complexity. The second part of the book addresses the mechanisms that underpin the increase in working memory capacity and the respective roles of processing efficiency, storage capacity, and the use of reactivation processes of memory traces such as rehearsal. Finally, the central role played by working memory in atypical development and learning difficulties is examined. This book provides psychologists, students and researchers who are interested in child development with an integrated and up-to-date series of chapters written by prominent specialists in the areas of working memory, attention, and cognitive development.