LEADER 05451nam 2200697 a 450 001 9910457544603321 005 20200520144314.0 010 $a1-283-35916-2 010 $a9786613359162 010 $a90-272-7960-8 035 $a(CKB)2550000000073052 035 $a(EBL)805831 035 $a(OCoLC)769342231 035 $a(SSID)ssj0001101383 035 $a(PQKBManifestationID)11604377 035 $a(PQKBTitleCode)TC0001101383 035 $a(PQKBWorkID)11068332 035 $a(PQKB)11150404 035 $a(MiAaPQ)EBC805831 035 $a(Au-PeEL)EBL805831 035 $a(CaPaEBR)ebr10517186 035 $a(EXLCZ)992550000000073052 100 $a19851016d1985 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aQuestions on social explanation$b[electronic resource] $ePiagetian themes reconsidered /$fedited by Luigia Camaioni and Cla?udia de Lemos 210 $aAmsterdam ;$aPhiladelphia $cJ. Benjamins Pub. Co.$d1985 215 $a1 online resource (149 p.) 225 1 $aPragmatics & beyond,$x0166-6258 ;$v6:4 300 $aSelection of the papers presented at the international conference in honour of Jean Piaget, held in Rome, 9-10 Oct. 1981, and sponsored by Rome University. 311 $a90-272-2546-X 320 $aIncludes bibliographical references. 327 $aQUESTIONS ON SOCIAL EXPLANATION: PIAGETIAN THEMES RECONSIDERED; Editorial page; Title page; Copyright page; Table of contents; Acknowledgements; INTRODUCTION; CHAPTER 1. LANGUAGE AND COGNITIVE DEVELOPMENT; 1.1. PIAGET'S THEORY AND CHILD LANGUAGE RESEARCH: A REASSESSMENT; 1.1.0 Introduction; 1.1.1. Cognitive prerequisites for language; 1.1.2. Social bases of language developme; 1.1.3. From early interaction patterns to language acquisition: which continuity?; 1.1.4. Conclusions; 1.2. ON SPECULARITY AS A CONSTITUTIVE PROCESS IN DIALOGUE AND LANGUAGE ACQUISITION 327 $a1.3 LANGUAGE AND COGNITIVE DEVELOPMENT IN PIAGET'SVIEWCHAPTER 2. COGNITIVE DEVELOPMENT AND SOCIAL INTERACTION; 2.1 PIAGET AND THE SOCIAL DEVELOPMENT OF INTELLIGENCE; 2.0 Introduction; 2.1 Piaget on social interaction in cognitive developm; 2.2. Origins of a misunderstandin; 2.3 Recent empirical studies on social interaction in cognitive developme; 2.4 Grand theory and causal analysis; 2.5 Development and spiraling causality; 2.6 Conclusion; 2.2 EGOCENTRIC ILLUSION OR CAPACITY TO DECENTER?; 2.2.1 Theoretical status of cognitive errors; 2.2.2 Self-awareness and role-taking 327 $a2.2.3 Role-taking through socio-cognitive conflict: Experimental evidence2.2.4 Overcoming the conflict; 2.2.5 Conclusions; CHAPTER 3. COGNITIVE DEVELOPMENT AND AFFECTIVITY; 3.1 PSYCHOLOGICAL INVESTIGATION AND INTERVENTION; 3.1.0 Introduction; 3.1.1 The position of the problems; 3.1.2 From epistemology to psychology; 3.1.2.1 Intramental mechanisms and intrapsychic mechanisms; 3.1.2.2 The psychological meaning of mental acquisitions; A. The problem of the invariants; B. The problem of substitute constructions; C. The problem of image and imagery space 327 $a3.1.3 The creation of novelty: Clinical research and clinical applications3.1.4 Perspectives of recent research; 3.1.5 Procedure criteria; 3.1.6 Perspectives of recent applications; 3.1.7 Methodological conditions; 3.1.8 Structure, conditions and functioning of the intervention; 3.1.9 Conclusions; FOOTNOTE; 3.2 THE PIAGETIAN CONTRIBUTION TO AN EXTENSION AND REFORMULATION OF THE PSYCHOANALYTIC THEORY OF THOUGHT; 3.2.1 Piaget's basic assumptions with respect to the Freudian system.; 3.2.2 The Freudian model of psychic functioning; 3.2.3 Research and perspectives; FOOTNOTES 327 $aCHAPTER 4. PIAGETIAN THEORY AND EDUCATIONAL ISSUES4.1 PIAGET'S EQUILIBRATION: A THEORY FOR A SCHOOL FOR THINKING; 4.1.0 Knowledge as thinking; 4.1.1 Equilibration, the life of intelligence; 4.1.2 A school for thinking; 4.1.3 The uniqueness of Piaget's theory; 4.2 GENETIC EPISTEMOLOGY AND THE CURRICULUM; 4.2.1 A frame for the study of the curriculum; 4.2.2 The acquisition of knowledge; 4.2.3 Piaget's system of science; 4.2.4 Neo-Piagetian perspectives; 4.2.5 Knowledge and the curriculum; REFERENCES 330 $aThe various contributions to this volume converge on two themes. First, the explanatory role of social interaction, which, for a long time, has been a source of criticism of Piaget's view of intelligence, is dealt with not only in relation to cognitive development, but also to language acquisition and to education. The second point of thematic convergence is the compatibility of genetic epistemology and psychoanalytic theory in view of the establishment of relationships between emotional and cognitive development. 410 0$aPragmatics & beyond ;$v6:4. 606 $aSocial learning$vCongresses 606 $aCognition$vCongresses 606 $aChild development$vCongresses 608 $aElectronic books. 615 0$aSocial learning 615 0$aCognition 615 0$aChild development 676 $a155.4/13 701 $aPiaget$b Jean$f1896-1980.$024722 701 $aCamaioni$b Luigia$0130533 701 $aDe Lemos$b Cla?udia$0991455 712 02$aUniversita? di Roma. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910457544603321 996 $aQuestions on social explanation$92269004 997 $aUNINA