Piaget as a pioneer of dialectical constructivism: Seeking dynamic processes for human science

After Piaget

Volumn , Issue , 2017, Pages 15-41

  Pascual Leone, Juan ^a  

^a York University   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84886793697     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315082899     Document Type: Chapter

References (77)

1. Agostino, A., Johnson, J., and Pascual-Leone, J. (2010). Executive functions underlying multiplicative reasoning: Problem type matters. Journal of Experimental Child Psychology, 105, 286-305.
2. Althusser, L. (1969) For Marx. Middlesex, England: Penguin Books.
3. Arsalidou, M., Pascual-Leone, J., and Johnson, J. (2010). Misleading cues improve developmental assessment in working memory capacity: The color matching task. Cognitive Development, 25, 262-77.
4. Arsalidou, M., Pascual-Leone, J., Johnson, J., Morris, D., and Taylor, M. J. (2010). A balancing act of the brain: Mutual regulation of voluntary versus spontaneous attention is quantitatively graded. Manuscript submitted for publication.
5. Audi, R. (Ed.) (1995). The Cambridge Dictionary of Philosophy. Melbourne, Australia: Cambridge University Press.
6. Beth, E. W. and Piaget, J. (1961). Epistémologie Mathématique et Psychologie. Etudes d'Epistémologie Génétique XIV. Paris: Presses Universitaires de France.
7. Buchler, J. (1955). Philosophical Writings of Peirce. New York: Dover Publications.
8. Callari, A. and Ruccio, D. F. (Eds.) (1996). Postmodern Materialism and the Future of Marxist Theory. Hanover, NH: University Press of New England.
9. Camba, R. (2009). La conservazione del numero secondo la teoria della catastrofe. Unpublished doctoral dissertation, University of Genoa, Italy.
10. Cassirer, E. (1981). Kant's Life and Thought. New Haven, CT: Yale University Press.
11. Cassirer, E. (1996). The Philosophy of Symbolic Forms: The Metaphysics of Symbolic Forms, Vol. 4. New Haven, CT: Yale University Press.
12. Catania, A. C. and Harnad, S. (Eds.) (1988). The Selection of Behavior: The Operant Behaviorism of B. F. Skinner. Cambridge: Cambridge University Press.
13. Cowan, N. (2005). Working Memory Capacity. New York: Psychology Press.
14. Edelman, G. M. (1987). Neural Darwinism. New York: Basic Books.
15. Edelman, G. M. and Tononi, G. (2000). A Universe of Consciousness. New York: Basic Books.
16. Freeman, W. J. (1995). Societies of Brains. Hillsdale, NJ: Erlbaum.
17. Garcia, R. (Ed.) (1997). La Epistemología Genética y la Ciencia Contemporánea. Barcelona: Gedisa Editorial.
18. Garcia, R. (1980). Postface: Dialectique, psychogenèse et histoire des sciences. In J. Piaget (Ed.), Les formes Elémentaires de la Dialectique (pp. 229-46). Paris: Gallimard.
19. Gibson, J. J. (1979). The Ecological Approach to Visual Perception. Boston: Houghton Mifflin.
20. Goldstein, K. and Sheerer, M. (1941). Abstract and concrete behavior: An experimental study with special tests. Psychological Monographs, 53(2, Whole No. 239).
21. Gonseth, F. (1936/1974). Les Mathématiques et la Réalité. Paris: Albert Blanchard.
22. Halford, G. S. and Andrews, G. (2006). Reasoning and problem solving. In: D. Kuhn and R. S. Siegler [Vol. Eds.] Handbook of Child Psychology (Vol. 2). 6th ed., pp. 557-608. New York: Wiley.
23. Heraclitus (2001). Fragments (B. Haxton, Trans.). New York: Penguin Books-Viking.
24. Inhelder, B., Garcia, R., and Voneche, J. (Eds.), (1977). Epistémologie Génétique et Equilibration. Neuchatel, Suisse: Delachaux et Niestlé.
25. Johnson, J., Fabian, V., and Pascual-Leone, J. (1989). Quantitative hardware-stages that constrain language development. Human Development, 32, 245-71.
26. Kant, I. (1781/1965). Critique of Pure Reason (N. K. Smith, Trans.). New York: St. Martin's Press.
27. Kohler, W. (1972). The Task of Gestalt Psychology. Princeton, NJ: Princeton University Press.
28. Kozulin, A. (1990). Vygotsky's Psychology. Cambridge, MA: Harvard University Press.
29. Leonardo da Vinci (1959). Selections from Notebooks (I. A. Richter, Ed.). London: Oxford University Press.
30. Luria, A. R. (1973). The Working Brain. New York: Penguin.
31. Maunsell, J. H. R. and Ghose, G. M. (2004). In M. S. Gazzaniga (Ed.), The Cognitive Neurosciences, III (pp. 351-58). Cambridge, MA: MIT Press.
32. Maurice, D. and Montangero, J. (Eds.) (1992). Equilibre et equilibration. Genève: Foundation Archives Jean Piaget.
33. Molenaar, P. C. and van der Maas, H. L. J. (1994). Commentary. Human Development, 37, 177-89.
34. Morra, S., Gobbo, C., Marini, Z., and Sheese, R. (2008). Cognitive Development: Neo-Piagetian Perspectives. New York: Erlbaum.
35. Nakayama, K. (1994). James Gibson: An appreciation. Psychological Review, 10, 329-35.
36. Nozik, R. (2001). Invariances: The Structure of the Objective World. Cambridge, MA: Belknap.
37. Pascual-Leone, J. (1963). Les mécanismes schématiques de la pensée. Unpublished report, Institut des Sciences de L'Education, University de Geneva, Switzerland.
38. Pascual-Leone, J. (1969). Cognitive development and cognitive style: A general psychological integration. Unpublished doctoral dissertation, University of Geneva, Switzerland.
39. Pascual-Leone, J. (1970). A mathematical model for the transition rule in Piaget's developmental stages. Acta Psychological, 32, 301-45.
40. Pascual-Leone, J. (1987). Organismic processes for neo-Piagetian theories: A dialectical causal account of cognitive development. International Journal of Psychology, 22, 531-69.
41. Pascual-Leone, J. (1988). Affirmations and negations, disturbances and contractions in understanding Piaget: Is his later theory causal? Contemporary Psychology, 33(5), 420-421.
42. Pascual-Leone, J. (1989). An organismic process model of Witkin's fielddependence-independence. In: T. Globerson and T. Zelniker (Eds.), Cognitive Development and Cognitive Style (pp. 36-85). Norwood, NJ: Ablex.
43. Pascual-Leone, J. (1995). Not beyond Piaget but neo-Piagetian: A review of Brief's Beyond Piaget: A Philosophical Psychology. Canadian Psychology, 26, 245-48.
44. Pascual-Leone, J. (1996). Vygotsky, Piaget and the problems of Plato. Swiss Journal of Psychology, 55(2/3), 83-92.
45. Pascual-Leone, J. (2000). Is the French connection neo-Piagetian? Not nearly enough! Child Development, 71, 843-45.
46. Pascual-Leone, J. and Baillargeon, R. (1994). Developmental measurement of mental attention. International Journal of Behavioral Development, 17, 161-200.
47. Pascual-Leone, J. and Goodman, D. (1979). Intelligence and experience: a Neo-Piagetian approach. Instructional Science, 8, 301-67.
48. Pascual-Leone, J. and Johnson, J. (1991). The psychological unit and its role in task analysis. A reinterpretation of object permanence. In: M. Chandler and M. Chapman (Eds.), Criteria for Competence: Controversies in the Assessment of Children's Abilities (pp. 153-87). Hillsdale, NJ: Erlbaum.
49. Pascual-Leone, J. and Johnson, J. (2005). A dialectical constructivist view of developmental intelligence. In: O. Wilhelm and R. Engle (Eds.), Handbook of Understanding and Measuring Intelligence (pp. 177-201). Thousand Oaks, CA: Sage.
50. Pascual-Leone, J. and Johnson, J. (2011). A developmental theory of mental attention: Its application to measurement and task analysis. In: P. Barrouillet and V. Gaillard (Eds.), Cognitive Development and Working Memory: A Dialogue Between Neo-Piagetian Cognitive Approaches. New York: Psychology Press.
51. Pascual-Leone, J. and Morra, S. (1991). Horizontality of water level: A neo-Piagetian developmental review. In: H. W. Reese (Ed.), Advances in Child Development and Behavior (pp. 231-76). Orlando, FL: Academic Press.
52. Pessoa, L. and Ungerlieder, L. G. (2004). Top-down mechanisms for working memory and attentional processes. In: M. S. Gazzaniga (Ed.), The Cognitive Neurosciences III (pp. 919-30). Cambridge, MA: MIT Press.
53. Piaget, J. (1950/1973). L'épistémologie géométrique de F. Gonseth. In Introduction a L'épistémologie Génétique, Vol. 1, La Pensée Mathématique (pp. 235-48). Paris: Presses Universitaires de France.
54. Piaget, J. (1950). Introduction a L'épistémologie Génétique, Vols. 1-3. Paris: Presses Universitaires de France.
55. Piaget, J. (1957). Logique et équilibre dans les comportements du sujet. In: L. Apostel, B. Mandelbrot, and J. Piaget (Eds.), Logique et Equilibre (pp. 27-117). Etudes d'Epistémologie Génétique II. Paris: Presses Universitaires de France.
56. Piaget, J. (Ed.) (1967). Logique et Connaissance Scientifique. Paris: Gallimard.
57. Piaget, J. (1968). Le Structuralisme. Paris: Presses Universitaires de France (Structuralism. New York: Harper and Row, 1971).
58. Piaget, J. (Ed.) (1974). Recherches sur la Contradiction. 2: Les Relations entre Affirmations et Négations. Paris: Presses Universitaires de France (Experiments in Contradiction. Chicago: The University of Chicago Press, 1980).
59. Piaget, J. (1975/1985). L'équilibration des Structures Cognitives: Problème Central du Developpement. Paris: Presses Universitaires de France (The Equilibration of Cognitive Structures. Chicago, IL: University of Chicago Press).
60. Piaget, J. (Ed.) (1977). Recherches sur L'abstraction Réfléchissante. 2: L'Abstraction de L'ordre des Relations Spatiales. Paris: Presses Universitaires de France.
61. Piaget, J. (1977). Introduction a l'épistémologie des régulations. In: A. Lichnerowicz, F. Perroux, and G. Gadoffre (Eds.), L'idée de régulation dans les sciences (pp. i-xiii). Paris: Maloine/Doin.
62. Piaget, J. (1980). Les formes élémentaires de la dialectique. Paris: Gallimard, idées.
63. Piaget, J. and Garcia, R. (1971). Les Explications Causales. Paris: Presses Universitaires de France (Understanding Causality. New York: W.W. Norton, 1974).
64. Piaget, J. and Garcia, R. (1987). Vers une logique des significations. Genève: Murionde, Science nouvelle.
65. Proctor, R. W. and Reeve, T. G. (1990). Stimulus-Response Compatibility. Amsterdam: North-Holland.
66. Rappaport, D. (1960). The Structure of Psychoanalytical Theory: A Systematizing Attempt. New York: International Universities Press.
67. Rennie, D. (2006). Radical reflexivity: Rational for an experiential person-centered approach to counselling and psychotherapy. Person-Centered and Experiential Psychotherapies, 5, 114-26.
68. Rennie, D. (2010). Humanistic psychology at York University: Retrospective: Focus on clients' experiencing in psychotherapy: Emphasis of radical reflexivity. The Humanistic Psychologist, 38, 40-56.
69. Taylor, C. (1995). Philosophical Arguments. Cambridge, MA: Harvard University Press.
70. Thelen, E. and Smith, L. B. (1994). A Dynamic Systems Approach to the Development of Cognition and Action. Cambridge, MA: MIT Press.
71. Tolman, E. C. and Brunswik, E. (1966). The organism and the causal texture of the environment. In: K. R. Hammond (Ed.), The Psychology of Egon Brunswik (pp. 457-86). New York: Rinehart and Winston.
72. Ullmo, J. (1967). Les concepts physiques. In: J. Piaget (Ed.), Logique et connaissance scientifique (pp. 623-705). Paris: Gallimard.
73. van der Maas, H. (1993). Catastrophe analysis of stagewise cognitive development. Academisch Proefschrift, Faculteit der Psychologie. University of Amsterdam, The Netherlands.
74. van der Veer, R. and Valsiner, J. (1991). Understanding Vygotsky: A Quest for Synthesis. Cambridge: Blackwell.
75. Vuyk, R. (1981). Piaget's Genetic Epistemology 1965-1980. London: Academic Press.
76. Vygotsky, L. (1986). Thought and Language. Cambridge, MA: MIT Press.
77. Vygotsky, L. and Luria, A. R. (1994). Tool and symbol in child development. In: R. van der Veer and J. Valsiner (Eds.), The Vygotsky Reader (pp. 99-174). Oxford, UK: Blackwell.