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Journal articles on the topic 'Piaget's stages of cognitive development'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Ega Gradini. "TEACHING MATHEMATICS WITH PIAGET'S THEORY." Visipena Journal 4, no. 1 (2013): 1–7. http://dx.doi.org/10.46244/visipena.v4i1.98.

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Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a descriptio

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Feldman, David Henry. "Piaget's stages: the unfinished symphony of cognitive development." New Ideas in Psychology 22, no. 3 (2004): 175–231. http://dx.doi.org/10.1016/j.newideapsych.2004.11.005.

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., Rabindran, and Darshini Madanagopal. "Piaget's Theory and Stages of Cognitive Development- An Overview." Scholars Journal of Applied Medical Sciences 8, no. 9 (2020): 2152–57. http://dx.doi.org/10.36347/sjams.2020.v08i09.034.

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Boom, J. "Commentary on: Piaget's stages: the unfinished symphony of cognitive development." New Ideas in Psychology 22, no. 3 (2004): 239–47. http://dx.doi.org/10.1016/j.newideapsych.2004.11.002.

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Başkale, Hatice, Zuhal Bahar, Günsel Başer, and Meziyet Ari. "Use of Piaget's theory in preschool nutrition education." Revista de Nutrição 22, no. 6 (2009): 905–17. http://dx.doi.org/10.1590/s1415-52732009000600012.

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The preschool period is a time when children learn many concepts and develop life-long habits. In that period, children learn about appropriate and balanced nutrition and acquire good eating habits for later years. Piaget determined that children's cognitive development is important for their understanding of and learning about the world around them. Piaget's theory can be used as a guide in nutrition education. In fact, it helps to design effective nutrition education appropriate for the developmental stages of childhood. The purpose of this article is to describe Piaget's theory and nutritio

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Molenaar, Peter C. M., and Han L. J. van der Maas. "Commentary on: “Piaget's stages: the unfinished symphony of cognitive development” by D.H. Feldman." New Ideas in Psychology 22, no. 3 (2004): 249–53. http://dx.doi.org/10.1016/j.newideapsych.2004.11.003.

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Rodrigues, Sônia D., Sylvia M. Cíasca, and M. Valeriana L. Moura-Ribeiro. "Ischemic cerebrovascular disease in childhood: cognitive assessment of 15 patients." Arquivos de Neuro-Psiquiatria 62, no. 3b (2004): 802–7. http://dx.doi.org/10.1590/s0004-282x2004000500012.

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The aim of this study was to evaluate and to compare the cognitive function of children with ischemic cerebrovascular disease (ICVD). Fifteen children, 7 girls and 8 boys, aged 7.9 to 16.1 years, were evaluated by Piaget's clinical method. The control group was composed by fifteen children whose ages, sex and socioeconomic conditions were similar to those of the ICVD group. The cognitive function evaluation of the ICVD group showed that most of the children (10/15) were under their age group. The SPECT was performed on 14 children with ICVD and the results showed that 8/9 children with hypoper

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DAŞCI, Arzu Derya, and Süleyman YAMAN. "Investigation of Intellectual Risk-Taking Abilities of Students According to Piaget's Stages of Cognitive Development and Education Grade." Kuramsal Eğitimbilim 2014, no. 4 (2014): 271–85. http://dx.doi.org/10.5578/keg.7105.

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MacRae, Christina. "Representing Space: Katie's Horse and the Recalcitrant Object." Contemporary Issues in Early Childhood 9, no. 4 (2008): 275–86. http://dx.doi.org/10.2304/ciec.2008.9.4.275.

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This article is a practitioner's attempt to resist habitual ways of interpreting and responding to young children's drawings. Early art education as a discipline is shot through with complexities, including wider shifting social discourses. This article specifically explores the continuing and powerful effect that Piaget's developmental approach has had on ways that teachers expect children to represent the world. The critique of Piaget examines how his stages of cognitive development intersect with an account of perspective that naturalises the claims it makes to represent the world. Critical

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Eni Astuti, Ni Putu. "Teacher’s Instructional Behaviour in Instructional Management at Elementary School Reviewed from Piaget’s Cognitive Development Theory." SHS Web of Conferences 42 (2018): 00038. http://dx.doi.org/10.1051/shsconf/20184200038.

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This writing aimed at (1) describing the importance of teacher to review instructional management at elementary school based on Piaget’s cognitive development theory; and (2) describing teacher’s instructional behavior in managing instructional at elementary school reviewed from Piaget’s cognitive development theory. In general, Piaget’ cognitive development theory divides children’ cognitive development into four stages. In the elementary school ages of 7 to 11 or 12 years old, Piaget classified the cognitive development into concrete operational marked by the use of clear and logic rules. Th

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Lewis, Marc D., and Anthony J. Ash. "Evidence for a Neo-Piagetian Stage Transition in Early Cognitive Development." International Journal of Behavioral Development 15, no. 3 (1992): 337–58. http://dx.doi.org/10.1177/016502549201500304.

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Criticisms of Piaget's stage theory have led neo-Piagetians to redefine stage change as an age-related-and possibly spurt-like-shift in the level of diverse cognitive operations. This study tests a hypothesised stage shift according to this definition, using longitudinal methodology in the period of early infancy. Case's theory of development predicts a stage transition beginning at about 4 months. To test this prediction, infants' performance on a battery of six sensorimotor tasks was examined weekly as they crossed the age range between 2.5 and 5.5 months. For all tasks, a pass rate of 50% w

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Malerstein, Abraham J., Mary M. Ahern, and Steven Pulos. "Prediction of Three Social Cognitive-Motivational Structure Types." Psychological Reports 89, no. 2 (2001): 371–85. http://dx.doi.org/10.2466/pr0.2001.89.2.371.

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Previously, using interviews from Baumrind's longitudinal study, three cognitive-motivational structures (CMSs) were predicted in 68 adolescents from caregiving settings and from the CMS types of their mothers, based on the mothers' interviews elicited six years earlier. CMS theory proposes that during Piaget's Concrete Operational Period care-receiving influences the child's adoption of a social cognitive style, which corresponds to one of Piaget's stages of cognitive development. One who is classified as an Operational experiences the caregiving setting as tuned to the child's long-term inte

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Finney, John R., and H. Newton Malony. "Empirical Studies of Christian Prayer: A Review of the Literature." Journal of Psychology and Theology 13, no. 2 (1985): 104–15. http://dx.doi.org/10.1177/009164718501300203.

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Christian prayer is a central religious practice which has received scant attention in psychological research. The two major types of prayer are verbal and contemplative prayer. A review of the empirical studies of prayer suggests that the work done in this area can be divided into four categories: (a) developmental studies of conceptions of prayer; (b) research on motivations for praying; (c) studies of the effects of verbal prayer; and (d) studies of the effects of contemplative prayer. The studies on the development of the concept of prayer generally have found patterns consistent with Piag

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AD, Yahya. "Konsep Perkembangan Kognitif Perspektif Al-Ghazali Dan Jean Piaget." KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) 5, no. 2 (2018): 97. http://dx.doi.org/10.24042/kons.v5i2.3501.

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The equation of cognitive development (reason) according to Al-Ghazali and Jean Piaget is found at the stages of development which are divided into four stages. In addition, the views of the two figures also have a relationship or meeting point found in the aspects of the ability of each stage that is passed in each process of cognitive development (reason). Differences in cognitive development (reason) according to Al-Ghazali and Jean Piaget are found in the methodology as the basis of both thoughts. the research method used is a philosophical comparative method, so the systematic discussion

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Treagust, David F. "Scientific Concepts within Reach of Young Learners: Support from the Educational Research Literature." Physical Sciences Forum 2, no. 1 (2021): 58. http://dx.doi.org/10.3390/ecu2021-09317.

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For four or five decades, science educators, including physics educators, have benefited from the work of Piaget and neo-Piagetians. Piaget’s theory of cognitive development argues that children move through four different stages of mental development, how they acquire knowledge and the role of active learning. Among other issues, neo-Piagetians considered that working memory capacity is affected by biological maturation, restricting young children’s ability to acquire complex thinking and reasoning skills. I want to emphasise that these educational developments largely benefitted science teac

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Zhang, Li-Fang, and Albert B. Hood. "Cognitive Development of Students in China and the USA: Opposite Directions?" Psychological Reports 82, no. 3_suppl (1998): 1251–63. http://dx.doi.org/10.2466/pr0.1998.82.3c.1251.

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“Universality” has been claimed as one of the major characteristics for theories of cognitive development. Based in part on the work of Piaget and Kohl-berg, Perry developed a cognitive scheme of phases of intellectual development along which students in the USA move during their college years. An inventory designed to assess the Perry's stages of cognitive development of Chinese students was constructed, modeled after several American inventories. Based on responses by 808 Chinese students, cognitive development seemed to proceed in the direction opposite from that of the U.S. students at lea

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Lownsdale, Scott. "Faith Development across the Life Span: Fowler's Integrative Work." Journal of Psychology and Theology 25, no. 1 (1997): 49–63. http://dx.doi.org/10.1177/009164719702500105.

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Fowler's faith development theory is a relatively recent achievement in cognitive developmental psychology, based on the earlier work of Piaget and Kohlberg in cognitive and moral development, and is a significant contribution to the integration of theology and psychology. In this article, an attempt is made to acquaint the reader with (a) some major reasons for the scientific study of faith development, (b) a brief history of the contributions of theorists prior to Fowler, and (c) a basic understanding of faith development theory, in terms of the concepts and stages described by Fowler. In co

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Kazlauskas, Evaldas, and Mindaugas Briedis. "KOGNITYVIOJI PSICHOLOGIJA IR MORALĖS FILOSOFIJA: AR TVIRTOS KOGNITYVINĖS IR MORALINĖS RAIDOS PARALELĖS?" Problemos 75 (January 1, 2008): 150–61. http://dx.doi.org/10.15388/problemos.2008.0.1988.

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Straipsnyje analizuojami argumentai, pagrindžiantys paralelizmą tarp kognityvinės ir moralinės raidos. Keliamas klausimas, ar šios dvi universalios raidos formos yra fundamentaliai tarpusavyje susijusios, jei taip, tai kokiu būdu? Straipsnyje keliamiems uždaviniams spręsti visų pirma privalu pateikti universalius šio paralelizmo tipus. Tam geriausiai pasitarnauja Lawrenso Kohlbergo pateikta chrestomatine tapusi kognityvinės ir moralinės raidos komplementarumo hierarchija, savo ruožtu įkvėpta J. Piaget idėjų. Nors Kohlbergo sistema padeda struktūruoti psichologinius ir moralinius procesus, kons

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Wolff, Sula. "Attachment and Morality: Developmental Themes with Different Values." British Journal of Psychiatry 156, no. 2 (1990): 266–71. http://dx.doi.org/10.1192/bjp.156.2.266.

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The stage theories of personality development, such as those of Piaget, Freud, and Erikson, are not currently popular, in part because of misunderstandings about the supposed restrictions of timing and of confines of developmental stages. But the stage theorists did draw attention to newly appearing, qualitatively different cognitive, emotional, and behavioural systems of interaction, which come into being sequentially as children grow up.

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Mwamwenda, Tuntufye S. "Comment: Universality of Formal Operational Thought." Perceptual and Motor Skills 75, no. 1 (1992): 78. http://dx.doi.org/10.2466/pms.1992.75.1.78.

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Piaget suggested four stages of development (sensorimotor, preoperational, concrete and formal operations) may be universally observed, but only the first three have been confirmed because few people attain formal operations. Both Westerners and Africans may attain formal operations, however, given the way they reason and interact in their milieu.

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Cendana, Wiputra, and Nico Tanles Tjhin. "Media Motion Graphics Untuk Penyampaian Materi “Bagaimana Manusia Memproses Emosi dan Tahapan Perkembangan (Piaget)”." Trapsila: Jurnal Pendidikan Dasar 2, no. 01 (2020): 45. http://dx.doi.org/10.30742/tpd.v2i01.890.

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Abstract The goal to be achieved in writing Interactive Media and Learning paper is to make interactive learning design of human emotions and stages of human cognitive development based on a theory by Jean Piaget. This was motivated by the repetition of the same material by lecturers to more than 40 students. The university is the highest peak in the formal education level applied in Indonesia, which is taken for 3.5 - 4 years. Students' diverse backgrounds and cognitive skills make them have to keep trying to absorb the content from the lectures. Multimedia Interactive is a media that consist

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Karuppali, S., and JS Bhat. "Efficacy of using simile completion tasks as a measure to evaluate the figurative language abilities in adolescents aged between 10-15 years." Nepal Journal of Medical Sciences 3, no. 2 (2015): 110–15. http://dx.doi.org/10.3126/njms.v3i2.13454.

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Background: Language development is an ongoing process. The understanding of figurative expressions such as similes begins during the preschool years with subsequent improvement throughout childhood, adolescence, and into adulthood. Studies pertaining to the development of such higher language skills are limited, especially in a multilingual setup like India.Methods: Participants were divided into six groups (10-10,11 to 15–15.11 years), with each group consisting of 5 children each. The groups selected for the present study were also classified into the Piaget’s cognitive stages. The particip

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Ferri, Paolo, and Stefano Moriggi. "Tracing the Development of Touchscreen Education." International Journal of Digital Literacy and Digital Competence 8, no. 1 (2017): 22–35. http://dx.doi.org/10.4018/ijdldc.2017010102.

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After a brief introduction pointing up the technological origins of humankind, in the main body of this paper the authors bring three different levels of analysis to bear on 0-10-year-old children's appropriation of touchscreen technology (in the home, during informal exchanges with peers, and at preschool and primary school). First, they review the most recent literature on the topic, showing that the age of first access to this kind of technology has dropped significantly; this suggests the need to provide a critical education in technology from the early childhood education and preschool st

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Stepanovic, Ivana. "Parents’ mediation of formal thinking: A try of operationalization." Psihologija 39, no. 3 (2006): 313–26. http://dx.doi.org/10.2298/psi0603313s.

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One possible way of examining parents? mediation of formal thinking has been presented. The specific goal was to construct a scale which represents specific means of parents? mediation that appear in their everyday communication with children. Piaget?s theory i.e. main characteristics of formal operations and concepts from Vygotsky?s paradigm, especially mediation means concept, served as theoretical background for scale constructing. The similarities between final stages of cognitive development within these two approaches have been analyzed. The research was conducted in which Crombach?s alp

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Mandel, Riva. "The Effects of Intervention in Seriation from the “Bright Start” Program on the Development of Seriational-Mathematical Thinking of Israeli Kindergarteners of Ethiopian and Russian Origin." Journal of Cognitive Education and Psychology 2, no. 2 (2002): 175–76. http://dx.doi.org/10.1891/194589502787383290.

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The author examined the effect of teaching the Pattern and Sequence (useriation) unit from the intervention program Bright Start on the development of seriational mathematical thinking in kindergartners of Israeli, Ethiopian, and Russian origin. In addition, the author examined the effect of the teaching of this unit on the capacity for cognitive change in this area within the study group of children. Bright Start is a plan for the development of thinking in early childhood. This program, developed by Haywood, Brooks, and Burns (1986, 1992), is based on four developmental theories:(a) Feuerste

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Sanghvi, Pia. "Piaget's theory of cognitive development : a review." Indian Journal of Mental Health 7, no. 2 (2020): 90. http://dx.doi.org/10.30877/ijmh.7.2.2020.90-96.

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De Vincenzo, Jose P., and Francis J. Kelly. "Perturbations and Compensations in Social Cognitive Conflict: A Functional Analysis of Cognitive Development." Psychological Reports 61, no. 2 (1987): 547–56. http://dx.doi.org/10.2466/pr0.1987.61.2.547.

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Piaget's work from 1975 through 1980 added a dynamic aspect to his earlier formal structural model. This new work portrayed change in more functionalist terms and describes cognitive conflict referring to the process of perturbations and compensations to explain the regulations of the network of cognitive cycles. He suggests three types of balances or compensatory responses, alpha, beta, and gamma. These writings, however, ignore social interaction as a contributor to the process of perturbations and compensations. Doise and Mackie suggest that cognitive change and development is facilitated b

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Chappell, Patricia A., and Jean A. Steitz. "Young Children's Human Figure Drawings and Cognitive Development." Perceptual and Motor Skills 76, no. 2 (1993): 611–17. http://dx.doi.org/10.2466/pms.1993.76.2.611.

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The age-stage relationship between young children's human figure drawings and Piaget's levels of cognitive development was investigated using 45 young children ages 4 through 6 years Analyses indicated a distinct monotonic trend between cognitive stage and drawing level; as cognitive ability increased so did drawing level. This suggests that children's human figure drawings can be a simple tool for the quick assessment of cognitive levels in young children.

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Dodonov, Yury S., and Yulia A. Dodonova. "Basic processes of cognitive development: missing component in Piaget's Theory." Procedia - Social and Behavioral Sciences 30 (2011): 1345–49. http://dx.doi.org/10.1016/j.sbspro.2011.10.260.

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Chambers, William V., and Lisa Parsley. "Cognitive Development, Integrative Complexity, and Logical Consistency of Personal Constructs." Psychology and Human Development: an international journal 2, no. 1 (1988): 7–12. http://dx.doi.org/10.2224/sbp.6389.

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The integrative complexity and logical consistency of personal constructs were examined in groups of children with mean ages of 8.5, 13.1, and 16.1 years. Consistent with Piaget's theory, the 13- and 16-year-olds were similar and demonstrated greater integrative complexity and logical consistency than the 8-year-olds did. Our results support the predicted relationships among formal operations, integrative complexity, and logical consistency.

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Collis, K. F. "From Stages of Development to Inter-Modal Functioning." Australian Educational and Developmental Psychologist 8, no. 1 (1991): 9–10. http://dx.doi.org/10.1017/s0816512200026316.

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This paper is not intended to be a deeply meaningful philosophical analysis of theory development nor a detailed historical account of the period involved. It is a personal view as seen by a practitioner and researcher during a period of several decades (1950s-1990). From this perspective, the period divides itself nicely into three distinct stages. Firstly, between the mid 1950s and the early 1970% practitioners were trying to describe Piaget's insights in classroom terms (Collis, 1969,1971; Peel, 1960,1971). This period was followed by attempts to explain the Piagetian stage phenomena most o

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Lefmann, Tess, and Terri Combs-Orme. "Early Brain Development for Social Work Practice: Integrating Neuroscience with Piaget's Theory of Cognitive Development." Journal of Human Behavior in the Social Environment 23, no. 5 (2013): 640–47. http://dx.doi.org/10.1080/10911359.2013.775936.

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Saidla, Debie D. "Cognitive development and group stages." Journal for Specialists in Group Work 15, no. 1 (1990): 15–20. http://dx.doi.org/10.1080/01933929008411907.

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Cook-Cottone, Catherine P. "Using Piaget's Theory of Cognitive Development to Understand the Construction of Healing Narratives." Journal of College Counseling 7, no. 2 (2004): 177–86. http://dx.doi.org/10.1002/j.2161-1882.2004.tb00249.x.

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Commons, Michael Lamport, and Patrice Marie Miller. "A complete theory of human evolution of intelligence must consider stage changes." Behavioral and Brain Sciences 25, no. 3 (2002): 404–5. http://dx.doi.org/10.1017/s0140525x02240078.

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We show 13 stages of the development of tool-use and tool making during different eras in the evolution of Homo sapiens. We used the NeoPiagetian Model of Hierarchical Complexity rather than Piaget's. We distinguished the use of existing methods imitated or learned from others, from doing such a task on one's own.

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Kim, Hyunwoo, Gwangsu Oh, and Woongbi Yang. "The Study of Target Development Program for Infant Physical Education Following the Theory of Piaget's Cognitive Development." Journal of Korean Society for the Study of Physical Education 20, no. 4 (2016): 85. http://dx.doi.org/10.15831/jksspe.2016.20.4.85.

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Rainey, David W., Nicholas R. Santilli, and Kevin Fallon. "Development of Athletes, Conceptions of Sport Officials' Authority." Journal of Sport and Exercise Psychology 14, no. 4 (1992): 392–404. http://dx.doi.org/10.1123/jsep.14.4.392.

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This study examined baseball players' conceptions of umpires' authority. Eighty male players, ages 6-22 years, completed an abbreviated Inventory of Piaget's Developmental Tasks (Furth, 1970), which was used to measure cognitive development. They then heard recorded scenarios describing conflicts with an umpire and a parent. Players indicated if they would argue with the authorities, why they obey the authorities (obedience), and why the authorities get to make decisions (legitimacy). Obedience and legitimacy responses were categorized into Damon's (1977) three levels. Measures of arguing, obe

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Alahmad, Mana. "Strengths and Weaknesses of Cognitive Theory." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 3 (2020): 1584–93. http://dx.doi.org/10.33258/birci.v3i3.1088.

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This paper focuses on strengths and weaknesses of the Cognitive Theory. Many theories have been proposed over the years to explain the developmental changes that people undergo over the course of their lives. These theories differ in the conceptions of human nature they adopt and in what they regard to be the basic causes and mechanisms of human motivation and behavior. Piaget's theory of cognitive development explains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development as a process which occurs

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Fischer, K. W., and L. Silvern. "Stages and Individual Differences in Cognitive Development." Annual Review of Psychology 36, no. 1 (1985): 613–48. http://dx.doi.org/10.1146/annurev.ps.36.020185.003145.

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Goswami, Usha. "Cognitive development: No stages please - we're British." British Journal of Psychology 92, no. 1 (2001): 257–77. http://dx.doi.org/10.1348/000712601162068.

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Hugar, Shivayogi M., Pratibha Kukreja, Harsha G. Assudani, and Niraj Gokhale. "Evaluation of the Relevance of Piaget's Cognitive Principles among Parented and Orphan Children in Belagavi City, Karnataka, India: A Comparative Study." International Journal of Clinical Pediatric Dentistry 10, no. 4 (2017): 346–50. http://dx.doi.org/10.5005/jp-journals-10005-1463.

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ABSTRACT Aim To determine and compare the relevance of Piaget's cognitive principles among 4- to 7-year-old parented and orphan children in Belagavi City, Karnataka, India. Materials and methods This study was conducted on 240 children between the ages of 4 to 7 years who were equally divided into two groups of 120 parented and 120 orphan children. These were subdivided into four groups of 30 children each. Various characteristics like egocentrism, concept of cardinal numbers based on centration, lack of conservation, and reversibility were assessed, using experiments and comparison of their p

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KHODAKOVSKA, Olena, and Svitlana USTYCHENKO. "THE DEVELOPMENT OF MATHEMATICAL CULTURE OF STUDENTS AS A COMPONENT OF PROFESSIONAL COMPETENCE." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 131–36. http://dx.doi.org/10.31651/2524-2660-2020-2-131-136.

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Introduction. In recent years, teachers of most technical and natural sciences faculties find the level of freshmen starting a course of higher mathematics insuf-ficient to comprehend the basics of logical constructions. It is difficult for students to clearly realize that, for example, they should learn to prove a statement as a theorem or give a counter-example; in mathematics there are such terms as necessary and sufficient conditions, cause and effect; the system of equations and their totality are dif-ferent things; the properties of mathematical objects are subject of study; solving ineq

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Cafolla, Ralph. "Piagetian Formal Operations and other Cognitive Correlates of Achievement in Computer Programming." Journal of Educational Technology Systems 16, no. 1 (1987): 45–55. http://dx.doi.org/10.2190/gw1p-7bbk-dvwr-w3tu.

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The purpose of this study was to determine if success in writing computer programs is related to level of cognitive development, verbal ability, and mathematics reasoning. Subjects were drawn from students enrolled in beginning computer programming classes. Each subject was given the School and College Ability Test (SCAT II) test to assess mathematics and verbal levels and the Inventory of Piaget's Developmental Tasks (IPDT) to assess level of cognitive development. The instructor's final examination was used as a measure of computer programming ability. This study supports prior research show

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Moses, Louis J., and Dare A. Baldwin. "What can The Study of Cognitive Development Reveal about Children's Ability to Appreciate and Cope with Advertising?" Journal of Public Policy & Marketing 24, no. 2 (2005): 186–201. http://dx.doi.org/10.1509/jppm.2005.24.2.186.

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The authors assess the study of cognitive development and what it reveals about children's ability to appreciate and cope with advertising. Whereas prior research on children and advertising has drawn heavily on Piaget's developmental theory, the authors argue that more recent approaches that focus on the development of children's “theories of mind” and “executive functioning” skills may prove more fruitful. The review of research on these topics generates two predictions: First, on the basis of theories-of-mind literature, the authors expect that children have well-formed conceptions of the i

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Grobecker, Betsey. "The New Science of Life and Learning Differences." Learning Disability Quarterly 21, no. 3 (1998): 207–27. http://dx.doi.org/10.2307/1511083.

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In the study of learning differences, attention has recently been given to holistic, dialectical concepts of development and learning such that cognitive processes are defined and investigated relative to their dynamic, transforming, hierarchically organized systems of energy. Such a point of view is consistent with the new science of life in which matter has, as its essence, active, dynamic forms of hierarchically organized energy that are bound within fields. The hierarchical nature of energy forms is due to their organization into distinct systems of order with varying levels of complexity.

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Niaz, Mansoor, and Emerita Caraucan. "‘Learning-To-Learn’: A Neo-Piagetian Interpretation of the Potential for Learning." Perceptual and Motor Skills 86, no. 3_suppl (1998): 1291–98. http://dx.doi.org/10.2466/pms.1998.86.3c.1291.

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According to Pascual-Leone the fact that rates of cognitive development differ across cultures is evidence of the importance of learning, a factor that Piaget may have underemphasized. To characterize the sort of learning (academic performance) that takes place in a traditional classroom, three groups of children (7- to 10-yr.-olds, N = 94) were tested to assess development (Piaget's Cognitive Development and Pascual-Leone's M-power) and learning (Pascual-Leone's L-power, i.e., potential for learning). Analysis showed that the two developmental measures did not predict academic performance for

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Carpendale, Jeremy I. M. "Kohlberg and Piaget on Stages and Moral Reasoning." Developmental Review 20, no. 2 (2000): 181–205. http://dx.doi.org/10.1006/drev.1999.0500.

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Rodrigues, Sonia das Dores, Sylvia Maria Ciasca, Inês Elcione Guimarães, Karla Maria Ibraim da Freiria Elias, Carolina Camargo Oliveira, and Maria Valeriana Leme de Moura-Ribeiro. "Does Stroke Impair Learning in Children?" Stroke Research and Treatment 2011 (2011): 1–6. http://dx.doi.org/10.4061/2011/369836.

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Objective. To assess cognitive development and learning in children who have had strokes.Method. Twenty-nine stroke patients and 18 children with no brain lesions and no learning impairments were evaluated. For the cognitive assessment, Piaget's clinical method was used. Writing, arithmetic, and reading abilities were assessed by the school performance test.Results. The mean age at evaluation was 9.6 years. Among the 29 children, 20 had early lesions (mean of 2.4 years old). The stroke was ischemic in 18 subjects; there were 7 cases of recurrence. Six children could not answer the tests. A hig

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Molenaar, Peter C. M., and Maartje E. J. Raijmakers. "A causal interpretation of Piaget's theory of cognitive development: Reflections on the relationship between epigenesis and nonlinear dynamics." New Ideas in Psychology 18, no. 1 (2000): 41–55. http://dx.doi.org/10.1016/s0732-118x(99)00036-7.

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Niaz, Mansoor. "From Piaget's Epistemic Subject to Pascual-Leone's Metasubject: Epistemic Transition in the Constructivist-Rationalist Theory of Cognitive Development." International Journal of Psychology 27, no. 6 (1992): 443–57. http://dx.doi.org/10.1080/00207599208246908.

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