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The Cambridge Companion to Piaget
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  • 11 b/w illus. 10 tables
  • Page extent: 440 pages
  • Size: 228 x 152 mm
  • Weight: 0.58 kg
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 (ISBN-13: 9780521727198)

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The Cambridge Companion to PIAGET
Cambridge University Press
9780521898584 - The Cambridge Companion to PIAGET - Edited by Ulrich Müller, Jeremy I. M. Carpendale and Leslie Smith
Frontmatter/Prelims

THE CAMBRIDGE COMPANION TO PIAGET

Jean Piaget (1896–1980) was listed among the 100 most important persons in the 20th century by Time magazine, and his work – with its distinctive account of human development – has had a tremendous influence on a range of disciplines from philosophy to education, and notably in developmental psychology. The Cambridge Companion to Piaget provides a comprehensive introduction to different aspects of Piaget's work in a manner that does not eschew engagement with the complexities of subjects or debates yet is accessible to upper-level undergraduate students. Each chapter is a specially commissioned essay written by an expert on the subject matter. Thus, the book will also be of interest to academic psychologists, educational psychologists, and philosophers.

Ulrich Müller is associate professor of developmental psychology at the University of Victoria. His research focuses on the development of problem solving and social understanding in infants and preschoolers. He currently serves on the board of directors of the Jean Piaget Society and is an associate editor of New Ideas in Psychology. He is the editor of Developmental Perspectives on Embodiment and Consciousness (with Willis Overton and Judith Newman) and Social Life and Social Knowledge: Toward a Process Account of Development (with Jeremy I. M. Carpendale, Nancy Budwig, and Bryan Sokol). He received the Early Scientific Achievement Award from the Society of Research in Child Development in 2005.

Jeremy I. M. Carpendale is professor of developmental psychology at Simon Fraser University. He has published in the areas of cognitive, social cognitive, and moral development. His work focuses on the nature and development of thinking about social and moral matters and the role of language and social interaction in such development. He is an associate editor of New Ideas in Psychology and author of How Children Develop Social Understanding (with Charlie Lewis). He is an editor of several books, including Social Life and Social Knowledge: Toward a Process Account of Development (with Ulrich Müller, Nancy Budwig, and Bryan Sokol).

Leslie Smith is a freelance researcher based in the Lake District in north-west England and professor emeritus at Lancaster University. He is currently an associate editor of New Ideas in Psychology. His main interests are in Piaget's theory, children's mathematics learning, and the normativity of human development. His published work includes a dozen books, most recently Norms in Human Development (as editor, with Jacques Vonèche). His monograph Piaget's Developmental Epistemology is in preparation for publication by Cambridge University Press.


The Cambridge Companion to PIAGET

Edited by

Ulrich Müller

University of Victoria

Jeremy I. M. Carpendale

Simon Fraser University

Leslie Smith

Freelance Researcher, Lake District, UK


CAMBRIDGE UNIVERSITY PRESS
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Cambridge University Press
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www.cambridge.org
Information on this title: www.cambridge.org/9780521727198

© Cambridge University Press 2009

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2009

Printed in the United States of America

A catalog record for this publication is available from the British Library.

Library of Congress Cataloging in Publication dataThe Cambridge companion to Piaget / editors, Ulrich Müller, Jeremy I. M.Carpendale, Leslie Smith.p. cm. – (Cambridge companions to philosophy)Includes bibliographical references and index.ISBN 978-0-521-89858-4 (hardback) – ISBN 978-0-521-72719-8 (pbk.)1. Piaget, Jean, 1896–1980. 2. Cognition in children. 3. Child psychology.I. Müller, Ulrich, 1964– II. Carpendale, Jeremy I. M., 1957– III. Smith,Leslie, 1943–BF723.C5C35 2009154.4′13092–dc22 2009010977

ISBN 978-0-521-89858-4 Hardback
ISBN 978-0-521-72719-8 Paperback

Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party Internet Web sites referred to in this publication and does not guarantee that any content on such Web sites is, or will remain, accurate or appropriate.


Contents

Contributors
vii
1       Introduction: Overview
Ulrich Müller, Jeremy I. M. Carpendale, and Leslie Smith
1
Introduction I. The Context of Piaget's Theory
Ulrich Müller, Jeremy I. M. Carpendale, and Leslie Smith
1
Introduction II. Jean Piaget: From Boy to Man
Leslie Smith
18
Introduction III. Reading Piaget in English
Leslie Smith
28
2       The Historical Context of Piaget's Ideas
Marylène Bennour and Jacques Vonèche
45
3       Piaget's Developmental Epistemology
Leslie Smith
64
4       Piaget's Biology
John G. Messerly
94
5       On the Concept(s) of the Social in Piaget
Richard F. Kitchener
110
6       Piaget on Equilibration
Jan Boom
132
7       Constructive Processes: Abstraction, Generalization, and Dialectics
Robert L. Campbell
150
8       Piaget and Method
Trevor Bond and Anastasia Tryphon
171
9       Infancy
Ulrich Müller
200
10      Childhood
Maximilian B. Bibok, Ulrich Müller, and Jeremy I. M. Carpendale
229
11      Adolescence
David Moshman
255
12      Piaget's Theory of Moral Development
Jeremy I. M. Carpendale
270
13      Piaget's Enduring Contribution to a Science of Consciousness
Michel Ferrari
287
14      Piaget and Affectivity
Bryan W. Sokol and Stuart I. Hammond
309
15      Piaget's Pedagogy
Leslie Smith
324
16      Piaget in the United States, 1925–1971
Yeh Hsueh
344
17      The Mind's Staircase Revised
Thomas Kesselring
371
18      Dynamic Development: A Neo-Piagetian Approach
L. Todd Rose and Kurt W. Fischer
400
Index
423

CONTRIBUTORS

Marylène Bennour

Archives Jean Piaget
Genève, Switzerland

Maximilian B. Bibok

Department of Psychology
Simon Fraser University
Canada

Trevor Bond

Faculty of Education Studies & Graduate Programmes Office
Hong Kong Institute of Education
China

Jan Boom

Department of Developmental Psychology
Universiteit Utrecht
The Netherlands

Robert L. Campbell

Department of Psychology
Clemson University
United States

Jeremy I. M. Carpendale

Department of Psychology
Simon Fraser University
Canada

Michel Ferrari

Ontario Institute for Studies in Education
University of Toronto
Canada


Kurt W. Fischer

Graduate School of Education
Harvard University
United States

Stuart I. Hammond

Department of Psychology
Simon Fraser University
Canada

Yeh Hsueh

College of Education
The University of Memphis
United States

Thomas Kesselring

Institut für Philosophie
Universität Bern
Switzerland

Richard F. Kitchener

Department of Philosophy
Colorado State University
United States

John G. Messerly

Department of Philosophy
Austin Community College
United States

David Moshman

Educational Psychology
University of Nebraska
United States

Ulrich Müller

Department of Psychology
University of Victoria
Canada

L. Todd Rose

Center for Applied Special Technology (CAST)
Wakefield, MA
United States


Leslie Smith

Professor Emeritus, Lancaster University, and freelance researcher
Lake District
United Kingdom

Bryan W. Sokol

Department of Psychology
St. Louis University
United States

Anastasia Tryphon

Faculty of Psychology and Educational Sciences
Université de Genève
Switzerland

Jacques Vonèche

Faculty of Psychology and Educational Sciences
Université de Genève
Switzerland




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