This book examines a key issue in current cognitive theories -
the nature of representation. Each chapter is characterized by
attempts to frame hot topics in cognitive development within the
landscape of current developmental theorizing and the past legacy
of genetic epistemology. The chapters address four questions that
are fundamental to any developmental line of inquiry:
- How should we represent the workings and contents of the
mind?
- How does the child construct mental models during the course of
development?
- What are the origins of these models? and
- What accounts for the novelties that are the products and
producers of developmental change?
These questions are situated in a historical context, Piagetian
theory, and contemporary researchers attempt to trace how they draw
upon, depart from, and transform the Piagetian legacy to revisit
classic issues such as the child's awareness of the workings of
mental life, the child's ability to represent the world, and the
child's growing ability to process and learn from experience. The
theoretical perspectives covered include constructivism,
connectionism, theory-theory, information processing, dynamical
systems, and social constructivist approaches. The research areas
span imitation, mathematical reasoning, biological knowledge,
language development, and theory of mind.
Written by major contributors to the field, this work will be of
interest to students and researchers wanting a brief but in-depth
overview of the contemporary field of cognitive development.
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