Language, Literacy, and Cognitive Development addresses the impact of language and literacy on cognitive development.
Top researchers examine the cognitive significance of the growth in children's ability to express themselves symbolically, whether that involves communicating linguistically, mathematically, logically, or through some other symbol system expressed in speech, gesture, notations, or some other means.
The book contributes to refining and answering questions regarding the nature, origin, and development of symbolic communication in all its forms, and their consequences for the cognitive development of the younger child at home and the older child at school.
Contents: Preface. Part I: Introduction. E.K. Scholnick, Language, Literacy, and Thought: Forming a Partnership. Part II: Verbal and Gestural Communication and Cognitive Development. K. Nelson, L.K. Shaw, Developing a Socially Shared Symbolic System. N. Budwig, A Developmental-Functionalist Approach to Mental State Talk. D. Gentner, J. Loewenstein, Relational Language and Relational Thought. S. Goldin-Meadow, From Thought to Hand: Structured and Unstructured Communication Outside of Conventional Language. Part III: Notational Systems and Cognitive Development. D.R. Olson, What Writing Does to the Mind. R. Lehrer, L. Schauble, Symbolic Communication in Mathematics and Science: Co-Constituting Inscription and Thought. C. Dauite, Social Relational Knowing in Writing Development. Part IV: Conclusion. E. Amsel, J.P. Byrnes, Symbolic Communication and Cognitive Development: Conclusions and Prospects.
Each year, following their annual meeting, the Jean Piaget Society publishes an edited volume. This approximately 300-page volume covers the main themes of the symposium and is published by Psychology Press.
Members of the society receive the volume free of charge. Non-members can order copies from this website.
About the Jean Piaget Society
The Jean Piaget Society, established in 1970, has an international, interdisciplinary membership of scholars, teachers and researchers interested in exploring the nature of the developmental construction of human knowledge. The Society was named in honor of the Swiss developmentalist, Jean Piaget, who made major theoretical and empirical contributions to our understanding of the origins and evolution of knowledge.
The Society's aim is to provide an open forum, through symposia, books, our journal, and other publications, for the presentation and discussion of scholarly work on issues related to human knowledge and its development. The Society further encourages the application of advances in the understanding of development to education and other domains.
In 1989, the name of the Society was changed to Jean Piaget Society: Society for the Study of Knowledge and Development.
You can find out more on the Jean Piaget Society website at http://www.piaget.org/ .