256 Pages
by
Psychology Press
256 Pages
by
Psychology Press
256 Pages
by
Psychology Press
Also available as eBook on:
In spite of its obvious importance and popularity, the field of cognitive development remains highly fragmented, scientifically. Instead of theoretical convergence towards a generally accepted set of principles, there remains a vast diversity of models of what knowledge and reasoning are, and how they develop. Courses and books tend to deal with this perplexing situation by simply presenting... Read more
1.Nativist Models. Introduction. Contemporary Nativism. Natural Mechanics and Natural Computations. Development of Concepts and Categories. The Modular Mind. Smart Infants. "Hard and "Soft" Nativism. Practical Applications. Criticisms of Nativist Models. Evolution and Nativism. 2. Associationist Models. Introduction. Behaviourism. Cognitive Associationism. Semantic Networks. Developmental Models. Concepts. Covariations, Causes, Rules and Schemas. Applications of Associationist Models. Criticisms of Associationism. 3. Constructivist Models. Introduction. Gestalt Psychology. Modern Schema Theory. Mental Models. Mandler's Theory. Piaget's Theory. Cognition in Context. Other Criticisms of Piaget's Theory. Piaget's New Theory. Practical Applications of Constructivism. Criticisms of Constructivism in General. 4. Sociocognitive Models. Introduction. Social Nativism. Social Associationism. Social Constructivism. Piaget and Vygotsky Compared. 5. Models Mixed and Models New. Introduction. Nativism with Constructivism. Nativism with Associationism. Nativism with Constructivism and Associationism. Connectionism. Ecological Realism Theory. Dynamic Systems Theory. Cognitive Hyperstructures. A Confluence of Models? References. Author Index. Subject Index.
Biography
Dr Ken Richardson, Ken Richardson
'I was pleased and impressed by what I read. Ken Richardson's interesting account of different theories of cognitive development is very well informed and remarkably easy to read. It will help students and teachers alike'. - Peter Bryant, Oxford University
