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Questions on Social Explanation
Piagetian themes reconsidered
The various contributions to this volume converge on two themes. First, the explanatory role of social interaction, which, for a long time, has been a source of criticism of Piaget’s view of intelligence, is dealt with not only in relation to cognitive development, but also to language acquisition and to education. The second point of thematic convergence is the compatibility of genetic epistemology and psychoanalytic theory in view of the establishment of relationships between emotional and cognitive development.
[Pragmatics & Beyond, VI:4] 1985. viii, 141 pp.
Publishing status: Available
Published online on 21 November 2011
Published online on 21 November 2011
© John Benjamins Publishing Company
Table of Contents
- Prelim pages | pp. i–iv
- Table of contents | pp. v–vi
- Acknowledgments | pp. vii–viii
- Introduction | pp. 1–10
- Chapter 1: Language and Cognitive Development | pp. 11–40
- 1.1. Piaget's theory and child language research: A reassessmentLuigia Camaioni | pp. 13–22
- 1.2. On specularity as a constitutive process in dialogue and language acquisitionClaudia de Lemos | pp. 23–32
- 1.3. Language and cognitive development in Piaget's viewHermina Sinclair-De Zwart | pp. 33–40
- Chapter 2: Cognitive Development and Social Interaction | pp. 41–68
- 2.1. Piaget and the social development of intelligenceW. Doise | pp. 43–54
- 2.2. Egocentric illusion or capacity to decenter? Towards a socio-psychological understanding of cognitive developmentFelice Carugati, Paolo De Paolis and A. Palmonari | pp. 55–68
- Chapter 3: Cognitive Development and Affectivity | pp. 69–100
- 3.1. Psychological investigation and intervention: A psychoanalytical and Piagetian approachE. Schmid-Kitsikis | pp. 71–86
- 3.2. The Piagetian contribution to an extension and reformulation of the psychoanalytic theory of thoughtG.V. Caprara | pp. 87–100
- Chapter 4: Piagetian Theory and Educational Issues | pp. 101–130
- 4.1. Piaget's equilibration: A theory for a school for thinkingH. Furth | pp. 103–118
- 4.2. Genetic epistemology and the curriculumL. Tornatore | pp. 119–130
- | pp. 131–141