Cognitive development: neo-Piagetian perspectives
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Erlbaum
2008
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | Includes bibliographical references (p. 373-412) and indexes |
| Beschreibung: | XVI, 430 S. Ill. 23 cm |
| ISBN: | 9780805843583 0805843582 9780805863505 0805863508 |
Internformat
MARC
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| 245 | 1 | 0 | |a Cognitive development |b neo-Piagetian perspectives |c Sergio Morra ... |
| 264 | 1 | |a New York [u.a.] |b Erlbaum |c 2008 | |
| 300 | |a XVI, 430 S. |b Ill. |c 23 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. 373-412) and indexes | ||
| 600 | 1 | 7 | |a Piaget, Jean |2 rero |
| 600 | 1 | 4 | |a Piaget, Jean |d 1896-1980 |
| 600 | 1 | 7 | |a Piaget, Jean |d 1896-1980 |0 (DE-588)118594133 |2 gnd |9 rswk-swf |
| 650 | 4 | |a Cognition in children | |
| 650 | 4 | |a Constructivism (Education) | |
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| 689 | 0 | 0 | |a Piaget, Jean |d 1896-1980 |0 (DE-588)118594133 |D p |
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| 689 | 0 | |5 DE-604 | |
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Datensatz im Suchindex
| _version_ | 1804137605102567424 |
|---|---|
| adam_text | Cognitive Development
Neo-Piagetian Perspectives
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.
Intended for researchers and advanced students in cognitive, developmental, and
educational psychology, the book will be useful to any who wish to compare cognitive
development perspectives.
Sergio
Morra
is a Professor of Developmental Psychology at the University of Genoa
(Italy). His research interests include the development of working memory, children s
drawing and spatial cognition, logical reasoning and mathematical cognition, and the cross-
cultural aspects of response to literature.
Camilla
Gobbo
is a Professor of Developmental and Educational Psychology at the
University of Padua (Italy). Her research interests include developmental and educational
aspects of social cognition, children s emotional narratives, and memory suggestibility.
Zopito Marini
is a Professor of Child and Youth Studies at Brock University (Ontario,
Canada). His research focuses on cognitive mechanisms and social processes underlying the
development of sociocognitive abilities.
Ron Sheese is a Professor of Psychology at York University in Toronto. A recipient of the 3M
Teaching Fellowship for exceptional contributions to teaching and learning in Canada, his
research focuses on educational applications of cognitive development theory.
Contents
Preface
xiii
1
From
Piaget
to the Neo-Piagetians
1
Still
Neo- ?
1
Two Piagets
б
Piaget
as Theorist of Logical Competence
7
Piageťs
Dialectical View of Development
8
Problems for the Developmental Theory of Logical Competence
13
Synchrony and Horizontal
Décalage
14
Adults Errors of Logic
15
Precocious Logical Reasoning in Children
16
Cross-Cultural Differences in Developmental Pathways
17
Who Killed Genetic Epistemology?
18
The Evidence
18
The Verdict
21
Setting the Stage for Neo-Piagetian Theories
22
Information Load and Task Complexity
22
Representation and Its Development
25
Strategies and Control Processes
29
On the Dialogue Between Epistemological Traditions
32
Conclusion
38
2
The Theory of J. Pascnal-Leone
40
Cognitive Development and Cognitive Style
40
Field Dependence/Independence
40
vii
v¡¡¡
CONTENTS
Field Dependence and Piagetian Tasks
42
Schemes and Processing Capacity
43
Processing Capacity: Hypotheses Regarding
Its Limits and Development
43
Research on the CSVI Task
44
Schemes: Definitions and Properties
45
The Components of Schemes
45
The Properties of Schemes
46
Scheme Classification
47
Examples
49
Second Level Operators
50
Learning Effects
51
Attentional Energy
53
The Inhibition of Irrelevant Information
54
Field Effects
57
Automatic Encoding of Space and Time
58
Emotion-Based Activation
59
The
TCO
and Task Analysis
59
General Characteristics of the
TCO
59
Task Analysis
61
A Classical Piagetian Problem: The Control of Variables
63
Task Analysis
63
Experiment
64
Is the Water Level Horizontal?
65
Task Analysis
66
Correlational and Experimental Research
67
A Psycholinguistic Problem: The Comprehension of Metaphors
69
Task Analysis
70
Experimental and Correlational Research
72
Planning and Production of Children s Drawings
73
Drawing a Partial Occlusion: Task Analysis
74
Experimental and Correlational Research
75
Cognitive Development and Motor Ability
77
Rho Task Analysis
78
Research on the Rho Task
79
Research on Inhibitory Processes
81
Comparing Inhibitory Processes Across Tasks
83
Conclusion
86
3
Structuralist Approaches to Developmental Stages
88
Piaget s Structuralist Approach
88
The Concept of Structure
89
Piaget
and Structuralism in Psychology
89
A Neo-Piagetian Reformulation of Structuralism
90
The Symbolic Nature of Thought
91
Cognitive Systems
91
Relational Complexity
93
CONTENTS
¡X
Experiments
on the Comprehension of Systems of Rules
94
Conservation and Transitivity Research
97
The Question of Information Load
99
The Problem
99
An Attempted Solution
100
Problems and Prospects
102
An Attempt at a Synthesis of Two Theories
103
Methodological Problems and Theoretical Responses
104
Experimental Studies
105
Structuralist Approaches to Individual Differences
106
Analogical Representations, Concrete Operations
and Individual
Décalages
107
Studies on Individual
Décalages
108
Experiential Structuralism
110
Conclusion
113
4
Problem Solving in Children
115
The Use of Heuristics in the Solution of Weil-Defined
Problems
116
Heuristics in the Solution of Well-Defined Problems
118
The Use of Heuristics in Children s Problem Solving
119
Problem Solving and Learning by Analogy
125
Children s Understanding of Analogy
750
Advantages and Limitations of the Analogical Procedure
in Problem Solving
133
Instruction and Problem Solving
135
Siegler s Model; the Balance Problem
136
The Balance Problem and Training
139
The Role of Instruction in the Use of Analogical Procedures
142
Conclusion
147
5
The Cyclical Nature of Skill Development
148
The Development of Dynamic Skills in the Theory
of K. Fischer
149
Methodology
152
Optimal and Functional Level
154
The Cyclical Shape of Development
157
The Structural Levels of Skill: An Example
159
Upper Limit on Skill Level Development
163
Change Processes
165
Transition Processes and Individual Differences
173
Generalization and Specificity
177
Some Methodological Notes on the Epigenetic Approach
of Skill Theory
182
Conclusion
188
{
CONTENTS
6
Structures and Processes in Case s Theory
of Development
General Characteristics of the Theory
191
Outlining Cognitive Development in Case s Theory:
The Balance Beam Task
194
The Development of Sensorimotor Control Structures
in Infancy
(1-18
Months)
194
The Development of
Interrelational
Control Structures
in Preschoolers
(1-5
Years)
196
Dimensional Control Structures in Middle Childhood
(5-11
Years)
198
The Development of
Vectorial
Control Structures
in Adolescence
(11-19
Years)
200
Processes of Change in Executive Control Structures
201
Working Memory and Operational Efficiency
202
Measuring WM: Problems and Solutions
203
Does Operational Efficiency Play a Role in the Size of WM?
204
Role of Maturation on WM and Link With Cognitive
Development
207
Central Conceptual Structures and Their Development
208
Central Numerical Structure: The Development of the
Mental Number Line
210
Central Narrative Structure: The Development of
Mental Story Line
215
Is There Support for the Existence of CCSs?
217
Processes of Change in CCS Development and Relationship
With ECS
220
Factors Influencing the Development of Central Conceptual
Structures
222
Role of WM on Central Conceptual Structures
222
Role of Experience in Development of CCS
223
Conclusion
225
7
Cognitive Development as Change in Representations
229
General Changes in Representation: Mounoud s Qualitative
Developmental Progression
230
General Form of Mounoud s Developmental Model
231
Phases in Mounoud s Developmental Model
233
Empirical Support for the Model
23 7
Specific Changes in Knowledge Representation
in A. Karmiloff-Smith
239
From Procedural Knowledge to the Construction
of Theories: The RR Model
240
Empirical Support for the RR Model
243
Development: What Is Innate in Karmiloff-Smith s Theory?
245
Representation and Neuroconstructwism
246
CONTENTS
X¡
Comparing the Two Theories
250
Change or Enrichment of Children s Theories?
253
Conclusion
257
8
Cognitive Development and Emotional Development
260
Daggers Drawn With Psychoanalytic Accounts
260
Fischer s Oedipus Conflict and the Unconscious
261
Childhood Amnesia
264
Emotions, Skills, Social Roles, and Attachment
267
A Theory of Emotional Development
270
The Emergence of Emotions and Control Structures
270
Appraisals, Moods, and Personality Development
273
The Horizon of Wisdom
276
Conclusion
281
9
Applications
284
Psychometric Applications
284
Educational Applications
288
Curriculum Planning and Individualized Instruction
289
.An Example: The Missing Addend Problem
291
Teaching Central Conceptual Structures
293
Other Broad Educational Goals
297
Toward a New Foundation of Cognitive Educational
Research?
300
Heuristic Tools for Task Analysis
302
Identifying the Cognitive Units
303
Process Modeling
306
Conclusion
309
10
In Conclusion
310
The Shape of Development
310
The Issue of Generality and Specificity in Stage
Development
310
Continuity and Discontinuity in Stage Development
317
Variability in Development
322
U-Shaped Behaviors
323
Variability as a Cue to Multiple Levels of Cognitive
Functioning
525
Role of Variability in General Developmental Theories
32.9
Some Notes on Individual Differences
332
Information Load and Working Memory
336
Models of Working Memory
.935
Capacity and Speed
344
Capacity and Its Interaction With Other Constructs
347
XÜ CONTENTS
Maturation and Environment
347
The Issue of Precocious Abilities
347
Neurological Maturation and Limits of Environmental
Influence
351
Summary
359
Toward an Integration
360
Points of Agreement
360
Controversies and Possible Solutions
362
Again on Dialectic
,365
Prospects
368
Conclusion
371
References
373
Author Index
413
Subject Index
425
|
| adam_txt |
Cognitive Development
Neo-Piagetian Perspectives
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.
Intended for researchers and advanced students in cognitive, developmental, and
educational psychology, the book will be useful to any who wish to compare cognitive
development perspectives.
Sergio
Morra
is a Professor of Developmental Psychology at the University of Genoa
(Italy). His research interests include the development of working memory, children's
drawing and spatial cognition, logical reasoning and mathematical cognition, and the cross-
cultural aspects of response to literature.
Camilla
Gobbo
is a Professor of Developmental and Educational Psychology at the
University of Padua (Italy). Her research interests include developmental and educational
aspects of social cognition, children's emotional narratives, and memory suggestibility.
Zopito Marini
is a Professor of Child and Youth Studies at Brock University (Ontario,
Canada). His research focuses on cognitive mechanisms and social processes underlying the
development of sociocognitive abilities.
Ron Sheese is a Professor of Psychology at York University in Toronto. A recipient of the 3M
Teaching Fellowship for exceptional contributions to teaching and learning in Canada, his
research focuses on educational applications of cognitive development theory.
Contents
Preface
xiii
1
From
Piaget
to the Neo-Piagetians
1
Still
"Neo-"?
1
Two Piagets
б
Piaget
as Theorist of Logical Competence
7
Piageťs
Dialectical View of Development
8
Problems for the Developmental Theory of Logical Competence
13
Synchrony and "Horizontal
Décalage"
14
Adults' Errors of Logic
15
Precocious Logical Reasoning in Children
16
Cross-Cultural Differences in Developmental Pathways
17
Who Killed Genetic Epistemology?
18
The Evidence
18
The Verdict
21
Setting the Stage for Neo-Piagetian Theories
22
Information Load and Task Complexity
22
Representation and Its Development
25
Strategies and Control Processes
29
On the Dialogue Between Epistemological Traditions
32
Conclusion
38
2
The Theory of J. Pascnal-Leone
40
Cognitive Development and Cognitive Style
40
Field Dependence/Independence
40
vii
v¡¡¡
CONTENTS
Field Dependence and Piagetian Tasks
42
Schemes and Processing Capacity
43
Processing Capacity: Hypotheses Regarding
Its Limits and Development
43
Research on the CSVI Task
44
Schemes: Definitions and Properties
45
The Components of Schemes
45
The Properties of Schemes
46
Scheme Classification
47
Examples
49
Second Level Operators
50
Learning Effects
51
Attentional Energy
53
The Inhibition of Irrelevant Information
54
Field Effects
57
Automatic Encoding of Space and Time
58
Emotion-Based Activation
59
The
TCO
and Task Analysis
59
General Characteristics of the
TCO
59
Task Analysis
61
A Classical Piagetian Problem: The Control of Variables
63
Task Analysis
63
Experiment
64
Is the Water Level Horizontal?
65
Task Analysis
66
Correlational and Experimental Research
67
A Psycholinguistic Problem: The Comprehension of Metaphors
69
Task Analysis
70
Experimental and Correlational Research
72
Planning and Production of Children's Drawings
73
Drawing a Partial Occlusion: Task Analysis
74
Experimental and Correlational Research
75
Cognitive Development and Motor Ability
77
Rho Task Analysis
78
Research on the Rho Task
79
Research on Inhibitory Processes
81
Comparing Inhibitory Processes Across Tasks
83
Conclusion
86
3
Structuralist Approaches to Developmental Stages
88
Piaget's Structuralist Approach
88
The Concept of Structure
89
Piaget
and Structuralism in Psychology
89
A Neo-Piagetian Reformulation of Structuralism
90
The Symbolic Nature of Thought
91
Cognitive Systems
91
Relational Complexity
93
CONTENTS
¡X
Experiments
on the Comprehension of Systems of Rules
94
Conservation and Transitivity Research
97
The Question of Information Load
99
The Problem
99
An Attempted Solution
100
Problems and Prospects
102
An Attempt at a Synthesis of Two Theories
103
Methodological Problems and Theoretical Responses
104
Experimental Studies
105
Structuralist Approaches to Individual Differences
106
Analogical Representations, Concrete Operations
and Individual
Décalages
107
Studies on Individual
Décalages
108
Experiential Structuralism
110
Conclusion
113
4
Problem Solving in Children
115
The Use of Heuristics in the Solution of Weil-Defined
Problems
116
Heuristics in the Solution of Well-Defined Problems
118
The Use of Heuristics in Children's Problem Solving
119
Problem Solving and Learning by Analogy
125
Children's Understanding of Analogy
750
Advantages and Limitations of the Analogical Procedure
in Problem Solving
133
Instruction and Problem Solving
135
Siegler's Model; the Balance Problem
136
The Balance Problem and Training
139
The Role of Instruction in the Use of Analogical Procedures
142
Conclusion
147
5
The Cyclical Nature of Skill Development
148
The Development of Dynamic Skills in the Theory
of K. Fischer
149
Methodology
152
Optimal and Functional Level
154
The Cyclical Shape of Development
157
The Structural Levels of Skill: An Example
159
Upper Limit on Skill Level Development
163
Change Processes
165
Transition Processes and Individual Differences
173
Generalization and Specificity
177
Some Methodological Notes on the Epigenetic Approach
of Skill Theory
182
Conclusion
188
{
CONTENTS
6
Structures and Processes in Case's Theory
of Development
General Characteristics of the Theory
191
Outlining Cognitive Development in Case's Theory:
The Balance Beam Task
194
The Development of Sensorimotor Control Structures
in Infancy
(1-18
Months)
194
The Development of
Interrelational
Control Structures
in Preschoolers
(1-5
Years)
196
Dimensional Control Structures in Middle Childhood
(5-11
Years)
198
The Development of
Vectorial
Control Structures
in Adolescence
(11-19
Years)
200
Processes of Change in Executive Control Structures
201
Working Memory and Operational Efficiency
202
Measuring WM: Problems and Solutions
203
Does Operational Efficiency Play a Role in the Size of WM?
204
Role of Maturation on WM and Link With Cognitive
Development
207
Central Conceptual Structures and Their Development
208
Central Numerical Structure: The Development of the
"Mental Number Line"
210
Central Narrative Structure: The Development of
"Mental Story Line"
215
Is There Support for the Existence of CCSs?
217
Processes of Change in CCS Development and Relationship
With ECS
220
Factors Influencing the Development of Central Conceptual
Structures
222
Role of WM on Central Conceptual Structures
222
Role of Experience in Development of CCS
223
Conclusion
225
7
Cognitive Development as Change in Representations
229
General Changes in Representation: Mounoud's Qualitative
Developmental Progression
230
General Form of Mounoud's Developmental Model
231
Phases in Mounoud's Developmental Model
233
Empirical Support for the Model
23 7
Specific Changes in Knowledge Representation
in A. Karmiloff-Smith
239
From Procedural Knowledge to the Construction
of Theories: The RR Model
240
Empirical Support for the RR Model
243
Development: What Is Innate in Karmiloff-Smith's Theory?
245
Representation and Neuroconstructwism
246
CONTENTS
X¡
Comparing the Two Theories
250
Change or Enrichment of Children's Theories?
253
Conclusion
257
8
Cognitive Development and Emotional Development
260
Daggers Drawn With Psychoanalytic Accounts
260
Fischer's Oedipus Conflict and the Unconscious
261
Childhood Amnesia
264
Emotions, Skills, Social Roles, and Attachment
267
A Theory of Emotional Development
270
The Emergence of Emotions and Control Structures
270
Appraisals, Moods, and Personality Development
273
The Horizon of Wisdom
276
Conclusion
281
9
Applications
284
Psychometric Applications
284
Educational Applications
288
Curriculum Planning and Individualized Instruction
289
.An Example: The Missing Addend Problem
291
Teaching Central Conceptual Structures
293
Other Broad Educational Goals
297
Toward a New Foundation of Cognitive Educational
Research?
300
Heuristic Tools for Task Analysis
302
Identifying the Cognitive Units
303
Process Modeling
306
Conclusion
309
10
In Conclusion
310
The Shape of Development
310
The Issue of Generality and Specificity in Stage
Development
310
Continuity and Discontinuity in Stage Development
317
Variability in Development
322
U-Shaped Behaviors
323
Variability as a Cue to Multiple Levels of Cognitive
Functioning
525
Role of Variability in General Developmental Theories
32.9
Some Notes on Individual Differences
332
Information Load and Working Memory
336
Models of Working Memory
.935
Capacity and Speed
344
Capacity and Its Interaction With Other Constructs
347
XÜ CONTENTS
Maturation and Environment
347
The Issue of Precocious Abilities
347
Neurological Maturation and Limits of Environmental
Influence
351
Summary
359
Toward an Integration
360
Points of Agreement
360
Controversies and Possible Solutions
362
Again on Dialectic
,365
Prospects
368
Conclusion
371
References
373
Author Index
413
Subject Index
425 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| building | Verbundindex |
| bvnumber | BV023284717 |
| callnumber-first | B - Philosophy, Psychology, Religion |
| callnumber-label | BF723 |
| callnumber-raw | BF723.C5 |
| callnumber-search | BF723.C5 |
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| callnumber-subject | BF - Psychology |
| classification_rvk | CQ 2000 |
| classification_tum | PSY 210f |
| ctrlnum | (OCoLC)255475574 (DE-599)BVBBV023284717 |
| discipline | Psychologie |
| discipline_str_mv | Psychologie |
| format | Book |
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| id | DE-604.BV023284717 |
| illustrated | Illustrated |
| index_date | 2024-07-02T20:41:09Z |
| indexdate | 2024-07-09T21:14:57Z |
| institution | BVB |
| isbn | 9780805843583 0805843582 9780805863505 0805863508 |
| language | English |
| lccn | 2007299444 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016469442 |
| oclc_num | 255475574 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR DE-91 DE-BY-TUM |
| owner_facet | DE-355 DE-BY-UBR DE-91 DE-BY-TUM |
| physical | XVI, 430 S. Ill. 23 cm |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Erlbaum |
| record_format | marc |
| spelling | Cognitive development neo-Piagetian perspectives Sergio Morra ... New York [u.a.] Erlbaum 2008 XVI, 430 S. Ill. 23 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 373-412) and indexes Piaget, Jean rero Piaget, Jean 1896-1980 Piaget, Jean 1896-1980 (DE-588)118594133 gnd rswk-swf Cognition in children Constructivism (Education) Kognitive Entwicklung (DE-588)4133279-9 gnd rswk-swf Piaget, Jean 1896-1980 (DE-588)118594133 p Kognitive Entwicklung (DE-588)4133279-9 s DE-604 Morra, Sergio Sonstige oth Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016469442&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016469442&sequence=000005&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Cognitive development neo-Piagetian perspectives Piaget, Jean rero Piaget, Jean 1896-1980 Piaget, Jean 1896-1980 (DE-588)118594133 gnd Cognition in children Constructivism (Education) Kognitive Entwicklung (DE-588)4133279-9 gnd |
| subject_GND | (DE-588)118594133 (DE-588)4133279-9 |
| title | Cognitive development neo-Piagetian perspectives |
| title_auth | Cognitive development neo-Piagetian perspectives |
| title_exact_search | Cognitive development neo-Piagetian perspectives |
| title_exact_search_txtP | Cognitive development neo-Piagetian perspectives |
| title_full | Cognitive development neo-Piagetian perspectives Sergio Morra ... |
| title_fullStr | Cognitive development neo-Piagetian perspectives Sergio Morra ... |
| title_full_unstemmed | Cognitive development neo-Piagetian perspectives Sergio Morra ... |
| title_short | Cognitive development |
| title_sort | cognitive development neo piagetian perspectives |
| title_sub | neo-Piagetian perspectives |
| topic | Piaget, Jean rero Piaget, Jean 1896-1980 Piaget, Jean 1896-1980 (DE-588)118594133 gnd Cognition in children Constructivism (Education) Kognitive Entwicklung (DE-588)4133279-9 gnd |
| topic_facet | Piaget, Jean Piaget, Jean 1896-1980 Cognition in children Constructivism (Education) Kognitive Entwicklung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016469442&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016469442&sequence=000005&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT morrasergio cognitivedevelopmentneopiagetianperspectives |