This book, the last one written by Piaget, presents a new line of empirical studies based on a revised formulation of his theory of the development of logical reasoning. The amended theory overcomes many problems and criticisms of his earlier formulations by providing a fresh explanation for the origin of mental operations and mental organization based on the concept of meaning. It also offers a more elegant vision of the continuity in mental development from birth to adulthood. As the fin...

**"A fascinating, empathetic book" -- Wall Street JournalHumans are born to create theories about the world -- unfortunately, we're usually wrong and bad theories keep us from understanding science as it really is**Why do we catch colds? What causes seasons to change? And if you fire a bullet from a gun and drop one from your hand, which bullet hits the ground first? In a pinch we almost always get these questions wrong. Worse, we regularly misconstrue fundamental ...

Published in August of 2008, WAIS–IV is the most widely used intelligence test for adults in the world. Substantive changes were made to the WAIS-IV from the WAIS-III leaving clinicians with questions as to how to use and interpret the measure effectively. Written by the creators of the new test, this book serves as the ultimate insider's guide to the new test, providing users with the kind of access to norms and data that would be unavailable to any subsequent book on clinical use of this...

A lively, thought-provoking book that zeros in on the timely issue of how anti-intellectualism is bad for our children and even worse for America.Why are our children so terrified to be called "nerds"? And what is the cost of this rising tide of anti-intellectualism to both our children and our nation? In Nerds, family psychotherapist and psychology professor David Anderegg examines why science and engineering have become socially poisonous disciplines, why adults wink at ...

The contributors to this collection employ the analytic resources of cultural-historical theory to examine the relationship between childhood and children's development under different societal conditions. In particular they attend to relationships between development, emotions, motives and identities, and the social practices in which children and young people may be learners. These practices are knowledge-laden, imbued with cultural values and emotionally freighted by those who already a...

How do people cope with stressful experiences? What makes a coping strategy effective for a particular individual? This volume comprehensively examines the nature of psychosocial stress and the implications of different coping strategies for adaptation and health across the lifespan. Carolyn M. Aldwin synthesizes a vast body of knowledge within a conceptual framework that emphasizes the transactions between mind and body and between persons and environments. She analyzes different kinds of...

First published in 1987. There is a wide gap between life-span research and mainstream social psychology, and this book strikes a bright spark between these poles. promising as a corrective to narrowness and sterility. The chapters reflect a wide variety of approaches in social psychology, as well as considerable breadth in the range of ideas from life-span human development that are brought to bear.

This practice-oriented book provides a model of intervention for sexually abused children. Its approach is that intervention strategy should be based on child-generated information. Models of intervention based on adult-generated information are ineffective - simply because children do not have the cognitive capability of utilising such strategies to prevent or stop abuse. In contrast, therapeutic strategies presented in this text emphasising child-generated information enable the clinicia...

Decades of research indicate the important connections among academic motivation and achievement, social relationships, and school culture. However, much of this research has been conducted in homogenous American schools serving middle class, average achieving, Anglo-student populations. This edited volume will argue that school culture is a reflection of the society in which the school is embedded and comprises various aspects, including individualism, competition, cultural stereotypes, a...

This book is the outcome of a long and passionate debate among world experts about two of the most pivotal figures of psychology: Jean Piaget and Lev Vygotksy. The occasion was a week-long advanced course held at the Jean Piaget Archives in Geneva. The most interesting outcome of the meeting is that, in spite of differences in aims and scopes (epistemogenesis versus psychogenesis), in units of analysis (events versus action) and in social contents (Swiss capitalism versus Soviet communism)...

There has been a burgeoning of interest in the relation between biological development--particularly brain development--and behavioral development. This shift in focus does a better job of reflecting the whole child and all of development. Not surprisingly, many of the individuals who are concerned with the theoretical side of brain-behavior relations are also concerned with the more practical side. The chapters that comprise this 31st volume of the Minnesota Symposium series collectively ...

Thinking and reasoning are key activities for human beings. In this book a distinguished set of contributors provides a wide readership with up-to-date scientific advances in the developmental psychology of thinking and reasoning, both at the theoretical and empirical levels.The first part of the book illustrates how modern approaches to the study of thinking and reasoning have gone beyond the Piagetian legacy: through the investigation of avenues previously not explored, and by de...