ABSTRACT
The shortcomings of Piaget's theory of intellectual development are well-known. Less clear is what sort of theory should be devised to replace it. This volume describes the current "main contenders," including neo-Piagetian, neo-connectionist, neo-innatist and sociocultural models. Its contributors conclude that none of these models are adequate because each one implies a view of the human mind which is either too general, too particular, or too modular. A collaborative program of research -- seven years in the making -- is then described, which gives support to a newly emerging synthesis of these various positions.
TABLE OF CONTENTS
part 1|51 pages
Introduction
part 2|80 pages
The Role of Central Conceptual Structures in the Development of Children's Logico-Mathematical Thought
chapter 7|16 pages
Testing for the Presence of a Central Quantitative Structure
part 3|93 pages
The Role of Central Conceptual Structures in the Development of Children's Social and Emotional Thought
chapter 11|18 pages
Young Children's Awareness of their Inner World
chapter 12|19 pages
Testing for the Presence of a Central Social Structure
part 4|40 pages
The Role of Central Conceptual Structures in the Development of Children's Spatial Thought
chapter 14|20 pages
Horizontal and Vertical Structure
part 5|76 pages
Cross-Domain Synchrony and Asynchrony in the Acquisition of Different Conceptual Structures
part 6|34 pages
Conclusion