New Directions in Piagetian Theory and Practice

Table of contents

• Title Page iii
• Contents v
• Preface xi
• I - Introduction 1
• 1 - New Directions in Piage Theory and Research: an Integrative Perspectiv 3
• References 24
• II - Epistemology 27
• 2 - Sensorimotor Development: What Infants Do and How We Think About What They Do 29
• References 37
• 3 - Social Learning Theory and Cognitive Constructivism 39
• References 48
• 4 - Constructivism and Educational Practices 51
• References 68
• 5 - Continuities and Discontinuities in Structuralism and Constructivism 71
• References 85
• 6 - The Concepts of Adaptation and Viability in a Radical Constructivist Theory of Knowledge 87
• References 94
• III - Theory 97
• 7 - Cognitive Development: Construction of New Structures or Construction of Internal Organizations 99
• References 113
• 8 - Language and Thought: Thistles Among the Sedums 115
• References 125
• 9 - The Influence of Piagetian Theory on the Study of the Development of Communication 127
• Acknowledgment 140
• References 140
• 10 - The Conservation Paradigm: the Conservation of Conservation Research 143
• References 171
• 11 - Confounding with Cognitive Style Factors: an Artifact Explanation for the Apparent Nonuniversal Incidence of Formal Operations 177
• References 187
• 12 - A Revised Interpretation of Piaget (1932) 191
• References 201
• 13 - Social Experience in the Development of Representational Thought: Distancing Theory 203
• References 216
• 14 - Functional and Structural Aspects of Rationality 219
• References 227
• IV - Application 229
• 15 - Application of Piaget's Theory to Education: the Preoperational Level 231
• Acknowledgment 263
• References 263
• 16 - Stages in the Development of Reading 267
• References 279
• Commentary on David Elkind: Stages in the Development of Reading 281
• Acknowledgment 284
• References 284
• 17 - Education and Formal Thought -- a Modest Proposal 285
• Acknowledgment 310
• References 310
• Appendix: Paper Clips Tasks 312
• 18 - Piaget and Education: the Contributions and Limits of Genetic Epistemology 315
• References 330
• V - Mechanisms of Learning: a Symposium Organized 331
• 19a - Knowing How a Child Knows: Phase Three of Piaget and the Learning Process 333
• References 337
• 19b - Learning and Development from a Piagetian Perspective: the Exceptional Child 339
• References 344
• 19c - The Power of Negative Thinking: Equilibration in the Preschool 345
• References 351
• 19d - The Role of Self­ Directed Activity in Cognitive Development 353
• References 357
• 19e - Learning Symposium: a Commentary 359
• References 363
• Author Index 365
• Subject Index 373

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