WorldCat Identities

Jean Piaget Society Symposium 1998 : Chicago, Ill.)

Overview
Works: 14 works in 32 publications in 1 language and 3,821 library holdings
Genres: Conference papers and proceedings  History 
Roles: Editor
Classifications: BF723.C5, 155.413
Publication Timeline
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Most widely held works by Jean Piaget Society
Language, literacy, and cognitive development : the development and consequences of symbolic communication by Jean Piaget Society( )

6 editions published between 2002 and 2013 in English and held by 1,460 WorldCat member libraries worldwide

This text's goal is to go beyond traditional accounts of human symbol skills to examine the development and consequences of symbolic communication. The editors explore the significance of communicationg symbolically as a means for understanding human symbol skills
Reductionism and the development of knowledge by Terrance Brown( )

5 editions published between 2002 and 2013 in English and held by 1,420 WorldCat member libraries worldwide

Among the many conceits of modern thought is the idea that philosophy, tainted as it is by subjective evaluation, is a shaky guide for human affairs. People, it is argued, are better off if they base their conduct either on know-how with its pragmatic criterion of truth (i.e., possibility) or on science with its universal criterion of rational necessity.Since Helmholtz, there has been increasing concern in the life sciences about the role of reductionism in the construction of knowledge. Is psychophysics really possible? Are biological phenomena just the deducible results of chemical
The Relationship between social and cognitive development( Book )

3 editions published in 1983 in English and held by 472 WorldCat member libraries worldwide

The Epigenesis of mind : essays on biology and cognition by Susan Carey( Book )

4 editions published between 1991 and 2015 in English and held by 413 WorldCat member libraries worldwide

Reflecting the focus of a Jean Piaget Symposium entitled Biology and Knowledge: Structural Constraints on Development, this volume presents many of the emergent themes discussed. Among these themes are:Structural constraints on cognitive development and learning come in many shapes and forms and involve appeal to more than one level of analysis. To postulate innate knowledge is not to deny that humans can acquire new concepts. It is unlikely that there is only one learning mechanism, even if one prefers to work with general as opposed to domain-spe
Piaget's theory : prospects and possibilities by Harry Beilin( Book )

1 edition published in 1992 in English and held by 18 WorldCat member libraries worldwide

This volume marks the 20th Anniversary Symposium of the Jean Piaget Society. Some of the American contributors were among the first to introduce Piaget to developmental and educational psychology in the United States, while some of the international contributors worked with Piaget to develop his program of genetic epistemology and continue to make significant contributions to it. Within this volume the possibility of Piaget's paradigm is reviewed not only as the stuff of normal science, yielding fascinating empirical questions that linger within it, but also, and more importa
Piaget, evolution, and development by Jonas Langer( Book )

4 editions published between 1998 and 2014 in English and held by 13 WorldCat member libraries worldwide

Based on the 25th Anniversary Symposium of the Jean Piaget Society, this book represents cutting-edge work on the mechanisms of cognitive, social, and cultural development
Equilibration : theory, research, and application( Book )

1 edition published in 1977 in English and held by 12 WorldCat member libraries worldwide

North Dakota, late summer, 1999. Landreaux Iron stalks a deer along the edge of the property bordering his own. He shoots with easy confidence -- but when the buck springs away, Landreaux realizes he's hit something else, a blur he saw as he squeezed the trigger. When he staggers closer, he realizes he has killed his neighbor's five-year-old son, Dusty Ravich. The youngest child of his friend and neighbor, Peter Ravich, Dusty was best friends with Landreaux's five-year-old son, LaRose. The two families have always been close, sharing food, clothing, and rides into town; their children played together despite going to different schools; and Landreaux's wife, Emmaline, is half sister to Dusty's mother, Nola. Horrified at what he's done, the recovered alcoholic turns to an Ojibwe tribe tradition -- the sweat lodge -- for guidance, and finds a way forward. Following an ancient means of retribution, he and Emmaline will give LaRose to the grieving Peter and Nola. "Our son will be your son now," they tell them. LaRose is quickly absorbed into his new family. Plagued by thoughts of suicide, Nola dotes on him, keeping her darkness at bay. His fierce, rebellious new "sister," Maggie, welcomes him as a co-conspirator who can ease her volatile mother's terrifying moods. Gradually he's allowed shared visits with his birth family, whose sorrow mirrors the Raviches' own. As the years pass, LaRose becomes the linchpin linking the Irons and the Raviches, and eventually their mutual pain begins to heal. But when a vengeful man with a long-standing grudge against Landreaux begins raising trouble, hurling accusations of a cover-up the day Dusty died, he threatens the tenuous peace that has kept these two fragile families whole
Reduction and the development of knowledge( Book )

2 editions published between 2002 and 2003 in English and held by 5 WorldCat member libraries worldwide

Prehistory and cognitive development invited lecture at the twenty-fifth annual symposium of the Jean Piaget Society, Berkeley, June 1 - June 3, 1995 by Peter Damerow( )

1 edition published in 1996 in English and held by 3 WorldCat member libraries worldwide

Development and learning : conflict or congruence? by Lynn S Liben( Book )

1 edition published in 1987 in English and held by 2 WorldCat member libraries worldwide

This volume juxtaposes two different domains of developmental theory: the Piagetian approach and the information-processing approach. Articles by experts in both fields discuss how concepts of development and learning, traditionally approached through cognitive-developmental theories such as Piaget's, are analyzed from the perspective of a task analytic, information-processing approach
Language and operational thought by Barbara Z Presseisen( Book )

1 edition published in 1978 in English and held by 1 WorldCat member library worldwide

This is the second volume in a series that records the official Symposium Pro­ ceedings of the Jean Piaget Society. Like the first volume, this work includes theoretical, empirical, and applied aspects of Jean Piaget' s seminal epistemology. The focus of this publication is the intricate interplay of language development and the development of operational thought. All the papers in this volume were presented at the third and fourth annual symposia of the Society. The authors are a formidable group of scholars from around the world who are working in Piagetian theory in many fields of endea­ vor. Their work shows the breadth and depth of Piaget's studies, as well as the richness of his ideas over time. The Jean Piaget Society was founded to provide a forum in which scholars and educators could examine and explicate the concepts of genetic epistemology. In many cases, the papers presented at the annual symposia raise many more issues than they resolve. That they generate discussion and further research is self-evident. Such activity is a tribute both to Professor Piaget and to the Society. Further volumes in this series will record the research presented at later symposia
Biology and knowledge : structural constraints on development( Book )

1 edition published in 1988 in English and held by 1 WorldCat member library worldwide

The Influence of Teachers' Beliefs about Knowledge, Teaching, and Learning on Their Pedagogy A Constructivist Reconceptualization and Research Agenda for Teacher Education by Michael O'Loughlin( Book )

1 edition published in 1989 in English and held by 1 WorldCat member library worldwide

The socially constructed beliefs that teachers hold about knowing, teaching, learning, and praxis are likely to have a profound influence on their practice. Too often teachers serve to reproduce traditional authoritarian and didactic patterns of instruction in schools, apparently because they themselves have never been given the opportunity to conceive of education as a project of possibility in which students engage in the critical and social construction of meaning. Examination of research literature suggests that most teachers believe teaching to be a didactic, authoritarian activity, and that in their teaching they appear to teach in a manner quite consistent with this belief system. A systematic theory of teacher cognition is needed to validate an alternative to the existing behavioristic and didactic approach to the education of teachers. This paper raises the possibility that developmental psychology, specifically the study of adult intellectual development, may be well equipped to fill the void by conceptualizing and investigating the issue of teachers' beliefs, and their relation to practice, from a cognitive-developmental perspective. A preliminary research agenda for constructivist investigation of teachers' beliefs is proposed. (IAH)
Developmental social cognitive neuroscience by Philip David Zelazo( Book )

1 edition published in 2010 in English and held by 0 WorldCat member libraries worldwide

« This volume in the JPS Series is intended to help crystallize the emergence of a new field, "Developmental Social Cognitive Neuroscience," aimed at elucidating the neural correlates of the development of socio-emotional experience and behavior. No one any longer doubts that infants are born with a biologically based head start in accomplishing their important life tasks--genetic resources, if you will, that are exploited differently in different contexts. Nevertheless, it is also true that socially relevant neural functions develop slowly during childhood and that this development is owed to complex interactions among genes, social and cultural environments, and children's own behavior. A key challenge lies in finding appropriate ways of describing these complex interactions and the way in which they unfold in real developmental time. This is the challenge that motivates research in developmental social cognitive neuroscience. The chapters in this book highlight the latest and best research in this emerging field, and they cover a range of topics, including the typical and atypical development of imitation, impulsivity, novelty seeking, risk taking, self and social awareness, emotion regulation, moral reasoning, and executive function. Also addressed are the potential limitations of a neuroscientific approach to the development of social cognition. Intended for researchers and advanced students in neuroscience and developmental, cognitive, and social psychology, this book is appropriate for graduate seminars and upper-level undergraduate courses on social cognitive neuroscience, developmental neuroscience, social development, and cognitive development. »--
 
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Language, literacy, and cognitive development : the development and consequences of symbolic communication
Covers
Reductionism and the development of knowledgeThe Relationship between social and cognitive developmentThe Epigenesis of mind : essays on biology and cognitionPiaget's theory : prospects and possibilitiesPiaget, evolution, and developmentEquilibration : theory, research, and applicationReduction and the development of knowledgeDevelopment and learning : conflict or congruence?
Alternative Names

controlled identityJean Piaget Society. Meeting

Jean Piaget Society Symposium

Languages
English (32)