Dynamic development: A neo-Piagetian approach

The Cambridge Companion to Piaget

Volumn , Issue , 2009, Pages 400-422

  Rose, L Todd ^a   Fischer, Kurt W ^b  

^a Center for Applied Special Technology   (United States)

^b HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84922112805     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CCOL9780521898584.018     Document Type: Chapter

References (56)

1. Abraham, R.H., & Shaw, C. D. (1992). Dynamics: The geometry of behavior (2nd ed.). New York: Addison-Wesley.
2. Baillargeon, R. (1987). Object permanence in 31/2-and 41/2-month-old infants. Developmental Psychology, 23, 655-664.
3. Biggs, J., & Collis, K. (1982). Evaluating the quality of learning: The SOLO taxonomy (structure of the observed learning outcome). New York: Academic Press.
4. Carey, S., & Gelman, R. (Eds.). (1991). The epigenesis of mind: Essays on biology and knowledge. Hillsdale, NJ: Erlbaum.
5. Carey, S., & Spelke, E. (1994). Domain-specific knowledge and conceptual change. In L. A. Hirschfeld & S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 169-200). Cambridge, UK: Cambridge University Press.
6. Case, R. (1985). Intellectual development: Birth to adulthood. New York: Academic Press.
7. Case, R., Okamoto, Y., Griffin, S., McKeough, A., Bleiker, C., Henderson, B., et al. (1996). The role of central conceptual structures in the development of children’s thought. Monographs of the Society for Research in Child Development, 61(5-6, SerialNo. 246).
8. Chomsky, N.(1957). Syntactic structures. The Hague: Mouton.
9. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
10. Dawson, T. L. (2000). Moral reasoning and evaluation reasoning about the good life. Journal of Applied Measurement, 1, 372-397.
11. Dehaene, S. (1997). The number sense: How the mind creates mathematics. New York: Oxford.
12. Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87, 477-531.
13. Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action and thought. In W. Damon & R. M. Lerner (Eds.), Theoretical models of human development. Handbook of child psychology (6th ed., Vol. 1, pp. 313-399). New York: Wiley.
14. Fischer, K. W., & Granott, N. (1995). Beyond one-dimensional change: Parallel, concurrent, socially distributed processes in learning and development. Human Development, 38, 302-314.
15. Fischer, K. W., & Kennedy, B. (1997). Tools for analyzing the many shapes of development: The case of self-in-relationships in Korea. In E. Amsel & K. A. Renninger (Eds.), Change and development: Issues of theory, method, and application (pp. 117-152). Mahwah, NJ: Erlbaum.
16. Fischer K.W. & Kenny, S. L. (1986). The environmental conditions for discontinuities in the development of abstractions. In R. Mines & K. Kitchener (Eds.), Adult cognitive development: Methods and models (pp. 57-75). New York: Praeger.
17. Fischer K. W & Rose L. T. (2001). Webs of skill: How students learn. Educational Leadership, 59, 6-12.
18. Fischer K. W & Rose S.P. (1996). Dynamic growth cycles of brain and cognitive development. In R. Thatcher G. R. Lyon, J. Rumsey & N. Krasnegor (Eds.)(Developmental neuroimaging: Mapping the development of brain and behavior) (pp. 263-279). New York: Academic Press.
19. Fodor J. (1983). The modularity of mind: An essay on faculty psychology. Cambridge MA: MIT Press.
20. Gardner H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
21. Gardner H. (1999). The disciplined mind. New York: Simon & Schuster.
22. Granott N, Fischer K. W & Parziale J. (2002). Bridging to the unknown: A transition mechanism in learning and problem-solving. In N. Granott & J. Parziale (Eds.)(Microdevelopment: Transition processes in development and learning) (pp. 131-156). Cambridge(UK: Cambridge University Press).
23. Greenwald A. G, Banaji M. R, Rudman L, Farnham S., Nosek B. A. & Mellott D. (2002). A unified theory of implicit attitudes, stereotypes, self-esteem, and self-concept. Psychological Review, 109, 3-25.
24. Griffin, S., & Case, R. (1997). Rethinking the primary school math curriculum. Issues in Education: Contributions from Educational Psychology, 3, 1-49.
25. Halford, G.S. (1982). The development of thought. Hillsdale(NJ: Erlbaum).
26. Halford, G. S. (1989). Reflections on 25 years of Piagetian cognitive developmental psychology, 1963-1988. Human Development, 32, 325-357.
27. Kitchener, K. S, Lynch, C. L., Fischer, K. W. & Wood, P. K. (1993). Developmental range of reflective judgment: The effect of contextual support and practice on developmental stage. Developmental Psychology, 29, 893-906.
28. Le Corre M., Van de Walle, G, Brannon, E. M., & Carey, S. (2006). Revisiting the competence/performance debate in the acquisition of counting as a representation of the positive integers. Cognitive Psychology, 52, 130-169.
29. Pascual-Leone, J. (1987). Organismic processes for neo-Piagetian theories: A dialectical causal account of cognitive development. International Journal of Psychology, 22, 53i-570.
30. Piaget, J. (1941). Le mecanisme du développement mental et les lois du groupement des operations. Archives de Psychologie, 28, 215-285.
31. Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press. (Original work published in 1936)
32. Piaget, J. (1954). The construction of reality in the child. New York: Basic Books. (Original work published in 1937)
33. Piaget, J. (1970). Structuralism. New York: Basic Books. (Original work published in 1968)
34. Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15, 1-12.
35. Piaget, J. (1983). Piaget’s theory. In W. Kessen (Ed.), History, theory, and methods (Vol. 1, pp. 103-126). New York: Wiley. (Original work published in 1970)
36. Piaget, J. (1985). The equilibration of cognitive structures: The central problem of cognitive development. Chicago: University of Chicago Press. (Original work published in 1975)
37. Piaget, J., & Inhelder, B. (1973). Memory and intelligence. New York: Basic Books. (Original work published in 1968)
38. Pinard, A. (1981). The concept of conservation. Chicago: University of Chicago Press.
39. Plato. (1941). The republic. London: Oxford University Press.
40. Rogoff, B. (2003). The cultural nature of human development. Oxford: Oxford University Press.
41. Rosch, E., & Lloyd, B. (1978). Cognition and categorization. Hillsdale, NJ: Erlbaum.
42. Rose, L. T., & Fischer, K. W. (inpress). Dynamic systems theory. In R. Shweder, T. Bidell, A. Dailey, S. Dixon, P. J. Miller, & J. Modell (Eds.), Chicago companion to the child. Chicago: University of Chicago Press.
43. Ruhland, R., & van Geert, P. (1998). Jumping into syntax: Transitions in the development of closed class words. British Journal of Developmental Psychology, 16, 65-95.
44. Saxe, R., Carey, S., & Kanwisher, N. (2004). Understanding other minds: Linking developmental psychology and functional neuroimaging. Annual Review of Psychology, 55, 87-124.
45. Shayer, M., Demetriou, A., & Pervez, M. (1988). The structure and scaling of concrete operational thought: Three studies in four countries. Genetic, Social, and General Psychology Monographs, 114, 308-375.
46. Spelke, E. S. (2005). Big answers from little people. Scientific American, 16(3), 38-43.
47. Spelke, E. S., Breinlinger, K., Macomber, J., & Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99, 605-632.
48. Thatcher, R. W. (1998). A predator-prey model of human cerebral development. In K. Newell & P. Molenaar (Eds.), Applications of nonlinear dynamics to developmental process modeling (pp. 87-128). Mahwah, NJ: Erlbaum.
49. Thelen, E., & Smith, L. B. (2006). Dynamic systems theories. In W. Damon & R. M. Lerner (Eds.), Theoretical models of human development. Handbook of child psychology (Vol. 1, 6th ed., pp. 258-312). New York: Wiley.
50. van der Maas, H., & Molenaar, P. (1992). A catastrophe-theoretical approach to cognitive development. Psychological Review, 99, 395-417.
51. van der Maas, H., Verschure, P. F. M. J., & Molenaar, P. C. M. (1990). A note on chaotic behavior in simple neural networks. Neural Networks, 3, 119-122.
52. van Geert, P. (1996). The dynamics of Father Brown: Essay review of book A dynamic systems approach to the development of action and thought by E. Thelen and B. Smith. Human Development, 39, 57-66.
53. van Geert, P. (2000). The dynamics of general developmental mechanisms: From Piaget and Vygotsky to dynamic systems models. Current Directions in Psychological Science, 9, 64-68.
54. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
55. Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 31, 8-19.
56. Wood, D., & Middleton, D. (1975). A study of assisted problem-solving. British Journal of Psychology, 66, 181-191.