Critical Readings on Piaget
Published on 26. September 2002
566 pages
978-1-134-78614-5 (ISBN)
Description
Critical Readings on Piaget is a follow-up to Piaget: Critical Assessments a collection of eighty-three papers dealing with the critique of Piaget's work in psychology, education and philosophy during the period 1950-90. This new collection tracks developments in the most recent published work during the period 1990-95, with an integral guide and editorial commentary by Leslie Smith. Starting with Piaget's epistemology, a major intellectual resource in departmental psychology and eduction, Leslie Smith sets out the main elements of Piaget's position in relation to twenty one papers, dealing with equilibration and equilibrium, education and social development, reasoning development, number development and modal knowledge. A conclusion examines the psychological and educational assessment of Piaget's epistemology. This collection of distinctive studies during the last five years provides high-profile and engaging examples from current research in this area. It will provide a useful and compact text for undergraduate and postgraduate students and researchers.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
File size
4,15 MB
ISBN-13
978-1-134-78614-5 (9781134786145)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Leslie Smith
Critical Readings on Piaget
Book
08/2015
1st Edition
Routledge
€84.47
Shipment within 10-20 days
Leslie Smith
Critical Readings on Piaget
Book
08/1996
1st Edition
Routledge
€255.50
Shipment within 15-20 days
Person
Professor Leslie Smith, PhD (Simon Fraser University British Columbia)
Content
Chronological table of reprinted articles Leslie Smith 1. Piaget's first theory of equilibrium (1918) Jacques Voneche, 2. Learning and adaptation in the theory of constructivism Ernst von Glaserfeld, 3. Jean Piaget: The unknown sociologist? Richard F. Kitchener, 4. Values, knowledge and Piaget Terrance Brown, 5. An exploration of the long-term far-transfer effects following an extended intervention program in the high school science curriculum Philip Adey and Michael Shayer, 6. The acquisition of conceptual knowledge in science by primary school children: Group interaction and the understanding of motion down an incline Christine Howe, Andrew Tolmie and Catherine Rodgers, 7. Thinking as an argument Deanna Kuhn, 8. The microgenetic method: A direct means for studying cognitive differences Robert S. Siegler and Kevin Crowley, 9. Piaget and measurement, II Trevor Bond, 10. High order structure and relational reasoning: Contrasting analogical and thematic relations Usha Goswami and Ann L Brown, 11. A life span approach to object permanence Eugene V. Subbotsky, 12. Magic: Special but not excluded Carl N. Johnson and Paul L. Harris, 13. Conditional reasoning with false premises: Fantasy and information retrieval Henry Markovits, 14. The ontology of order Brendan McGonigle and Margaret Chalmers, 15. Children and arithmetic Peter Bryant, 16. Representation and reasoning in early numerical development: Counting, conservation and comparisons between sets Catherine Sophian, 17. Beyond competence and performance: Children's class inclusion strategies, superordinate class cues and verbal justification, 18. The development of metalogical understanding David Moshman, 19. Judgements and justifications: Criteria for the attribution of children's knowledge in Piagetian research Leslie Smith, 20. The cognitive basis of uncertainty James P. Byrnes and Harry Bellin, 21. Proof construction: Adolescent development from inductive to deductive problem solving strategies Carol Foltz, Willis F. Overton and Robert B. Ricco, Conclusion. Piaget's epistemology: Psychological and educational assessment Leslie Smith
