Title
The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge
Abstract
This volume had its origins in two theoretical developments, both of which took place in the early 1980s. The first of these was the attempt on the part of a number of psychologists with an interest in Piaget's theory of intellectual development, to rework his classic system in the light of recent developments in learning theory and information science (e.g., Case, 1985; Fischer, 1982; Halford, 1982; Pascual-Leone & Goodman, 1979). The second was the attempt on the part of a number of psychologists with an interest in Chomsky's theory of language, to rework the same classic Piagetian system in terms of recent developments in linguistics and in neuroscience (Carey, 1986; Feldman, 1983; Fodor, 1982; Gardner, 1983; Keil, 1984).
As might be expected, the new theories that resulted from these two endeavors were quite different. The view of the mind that resulted from the first enterprise was that of a general or all-purpose computing device, whose basic capacities undergo periodic changes in the course of development. . . . The second endeavor gave rise to another view, which also utilized the computational metaphor. However, in this case the mind was seen as a modular computing device, each of whose modules has its own unique capacities and structures.
During the early 1980s, these two research programs proceeded independently, with relatively little contact between them. As the decade wore on, however, it became apparent that each program was making important conceptual progress. Thus, a number of attempts were made to bring the two programs closer together, and to stimulate some sort of productive exchange between them.
The project that is reported in this volume was an indirect result of these encounters. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
(Source: preface)
Publisher
Lawrence Erlbaum Associates, Inc
Loc. in Archive
618213751; 1992-97109-000
Extra
Pages: Chapter xvi, 411 Pages
Publication Title: The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge
abstractTranslation: Este volumen tuvo su origen en dos desarrollos teóricos, ambos tuvieron lugar a principios de la década de 1980. El primero de ellos fue el intento por parte de varios psicólogos interesados en la teoría del desarrollo intelectual de Piaget, de reelaborar su sistema clásico a la luz de los desarrollos recientes en la teoría del aprendizaje y la ciencia de la información (por ejemplo, Case, 1985; Fischer, 1982; Halford, 1982; Pascual-Leone y Goodman, 1979). El segundo fue el intento, por parte de varios psicólogos interesados en la teoría del lenguaje de Chomsky, de reelaborar el mismo sistema piagetiano clásico en términos de desarrollos recientes en lingüística y en neurociencia (Carey, 1986; Feldman, 1983; Fodor, 1982; Gardner, 1983; Keil, 1984). Como era de esperar, las nuevas teorías que resultaron de estos dos esfuerzos fueron bastante diferentes. La visión de la mente que resultó de la primera empresa fue la de un dispositivo de computación general o de propósito múltiple, cuyas capacidades básicas sufren cambios periódicos en el curso del desarrollo. El segundo esfuerzo dio lugar a otro punto de vista, que también utilizaba la metáfora computacional. Sin embargo, en este caso la mente fue vista como un dispositivo de computación modular, cada uno de cuyos módulos tiene sus propias capacidades y estructuras únicas. A principios de la década de 1980, estos dos programas de investigación procedieron de forma independiente, con relativamente poco contacto entre ellos. Sin embargo, a medida que avanzaba la década, se hizo evidente que cada programa estaba haciendo importantes progresos conceptuales. Por lo tanto, se hicieron varios intentos para acercar los dos programas y estimular algún tipo de intercambio productivo entre ellos. El proyecto que se relata en este volumen fue un resultado indirecto de estos encuentros. (Registro de la base de datos PsycINFO (c) 2016 APA, todos los derechos reservados) (Fuente: prefacio)
Notas
Última actualización - 2017-09-26
TOCDataText - List of contributors; Preface; Part I: Introduction; General and specific views of the mind, its structure, and its development / Robbie Case; A neo-Piagetian approach to the issue of cognitive generality and specificity / Robbie Case; Advantages and limitations of the neo-Piagetian position / Robbie Case; Part II: The role of central conceptual structures in the development of children's logico-mathematical thought; Synchrony and asynchrony in the development of children's scientific reasoning / Zopito Marini / 55-73; Synchrony and asynchrony in the acquisition of children's everyday mathematical knowledge / Sharon Griffin, Robbie Case and Robert Sandieson / 75-97; A neo-structural analysis of children's response to instruction in the sight-reading of musical notation / Alessandra M. Capodilupo / 99-115; Testing for the presence of a central quantitative structure: Use of the transfer paradigm / Robbie Case and Robert Sandieson / 117-132; Part III: The role of central conceptual structures in the development of children's social and emotional thought; Young girls' conception of their mothers' role: A neo-structural analysis / Jill Goldberg-Reitman / 135-151; The development of empathic cognition in middle and early childhood / Marta Bruchkowsky / 153-170; A neo-structural analysis of children's narrative and its development / Anne McKeough / 171-188; Young children's awareness of their inner world: A neo-structural analysis of the development of intrapersonal intelligence / Sharon Griffin / 189-206; Testing for the presence of a central social structure: Use of the transfer paradigm / Anne McKeough / 207-225; Part IV: The role of central conceptual structures in the development of children's spatial thought; Stage and structure in the development of children's spatial representations / Sonja Dennis / 229-245; Horizontal and vertical structure: Stages and substages in children's motor development / Denise T. Reid / 247-266; Part V: Cross-domain synchrony and asynchrony in the acquisition of different central conceptual structures; Parallels in the development of children's social, numerical, and spatial thought / Robbie Case, Sharon Griffin, Anne McKeough and Yukari Okamoto / 269-284; Analyzing the basic cognitive-developmental processes of children with specific types of learning disability / Joanna Crammond / 285-302; Stage and structure in the development of children with various types of "giftedness" / Marion Porath / 303-317; Cross-cultural variation in the structure of children's thought / Thomas A. Fiati / 319-342; Part VI: Conclusion; The mind and its modules: Toward a multi-level view of the development of human intelligence / Robbie Case; References; Author index; Subject index
Fecha de revisión - 19920801
PubXState - NJ
Citación
Case, R. (1991). The mind’s staircase: Exploring the conceptual underpinnings of children’s thought and knowledge. Lawrence Erlbaum Associates, Inc. APA PsycInfo® (618213751; 1992-97109-000). https://www.proquest.com/books/minds-staircase-exploring-conceptual/docview/618213751/se-2?accountid=15299