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The Development of Children’s Thinking
The Development of Children’s Thinking offers undergraduate and graduate students in psychology and other disciplines an introduction to several core areas of developmental psychology. It examines recent empirical research within the context of longstanding theoretical debates. In particular, it shows how a grasp of classic theories within developmental psychology is vital for a grasp of new areas of research such as cognitive neuroscience that have impacted on our understanding of how children develop. The focus of this book will be on infancy and childhood, and it looks at: Theories and context of development How developmental psychology attempts to reconcile influences of nature and nurture Communication in infancy as a precursor to later thinking Language development in primates and young children Cognitive and social development, including the child’s understanding of the mind How studies of moral reasoning reflect upon our understanding of development
The Cambridge Companion to Piaget
Jean Piaget (1896–1980) was listed among the 100 most important persons in the twentieth 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.
The Development of Social Cognition
The Development of Social Cognition presents a lively, up-to-date examination of both the classical issues and contemporary understanding of theory and research in social cognitive development. The initial chapters highlight one of the central, theoretical tensions in the field, which is whether the development of understanding people is fundamentally different from understanding things. Subsequent chapters are devoted to development across specific areas of social cognition from infancy through to adolescence. The text ends with a comprehensive examination of the development of moral aspects of social cognition.
Enduring Bonds
Young children are social beings. In this volume, a group of distinguished authors examine an array of interpersonal relationships that are formative in shaping childhood - relationships that affect the child today and influence the adult tomorrow.
The Cradle of Thought
Imaginative and creative thought is what distinguishes humans from animals. It is what defines us as Homo sapiens. What it means to have thoughts, and what gives us the remarkable capacity to think, have been subjects of debate for centuries. In The Cradle of Thought, Peter Hobson presents a new and provocative theory about the nature and origins of uniquely human thinking. A prevailing opinion on the acquisition of thought and language is that babies are born with pre-programmed modules in the brain. But this is too narrow and too simplistic an explanation. Professor Hobson's radical view is that what gives us the capacity to think is the quality of a baby's exchanges with other people over...
Sociobiological Perspectives on Human Development
Examines the importance of evolutionary biology for key issues in human development. Illustrates the power of socio- biological approaches in understanding developmental pheno- mena and their importance in generating new, empirically verifiable predictions.
Alternative Schools in British Columbia 1960-1975
The tumultuous 1960s was an era of the counterculture, political activism, and resistance to authority. Conventions and values were challenged and new approaches to education captured the imaginations of parents, teachers, and students. Reacting against the one-size-fits-all nature of the traditional public school system, groups of parents and teachers in Canada and the United States established alternative schools or “free schools” based on the Progressive, child-centred philosophy of John Dewey and the Romantic ideas of Summerhill founder A.S. Neill. In Alternative Schools in British Columbia, 1960-1975, Harley Rothstein tells the story of ten such schools that arose in the province of...
Language in Action
Face-to-face conversation between two or more people is a universal form, and perhaps the basic form, of social interaction. It is the primary site of social interaction in all cultures and the place where social and cultural meaning takes shape. Face-to-face conversation between children and parents can also be an important context for social and cognitive development. Given the universality, frequency and importance of conversation in social life, a psychological model of conversation is required for an understanding of the central issues in social and developmental psychology. This book provides such a model. Language in Action presents a critical examination of four models of conversatio...
Beyond the Brain
Different from traditional research on the mind-body problem often discussed from an epistemological viewpoint, which assumes that mental processes are internal to the person, this book demonstrates the crucial role of contextual relevance in the workings of the mind and illustrates how mind emerges from the individual's interactions with her physical, social, and cultural environments. It also develops the interpersonal and social aspects of embodied mind. The body that creates meaning is not only an emotional, kinesthetic, and aesthetically experiencing body; the body that creates meaning is a social body. It suggests that mind-body relations are not only achieved through the interaction between our own mind and body, but by other minds in our intersubjective interactions. It is related to epistemology, metaphysics, ethics, value theory, action theory, and the philosophies of mind, science, logic, and technology. The readership may include graduate and undergraduate students studying philosophy, law, political science, sociology, psychology, etc., educators, researchers, scholars, and anyone who shows an interest in philosophy.
A Forest of Ideas
Blake Parker worked on this series of writings in the last year of his life while he lived with a terminal diagnosis of cancer. It is a mixture of poetry, dialogues, book reports, and short essays, formed as a sort of shorthand to a number of concepts, primarily from sociology and anthropology, which he saw as useful, if not actually essential, for understanding symbolic interpretation and the essence of the therapeutic process within a social and cultural context. He designed the psychoanalytic and therapeutic diagrams to clarify concepts and as teaching aids for art therapy students and therapists. Blake uses a phenomenological understanding of metaphor in order to throw light upon the process of social construction, creativity, and conceptions of mysticism or spirituality. The book includes some of his personal reflections regarding death, dying, creativity, and the meaning of life. The "notes" are essentially a hermeneutic of mysticism, a moving from the parts to the whole and the whole to the parts. It is a forest of ideas and ramblings in interpretive frameworks that emerged and is presented in a circular spiral.
