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Home > Society and Social Sciences > Psychology > Psychological theory, systems, schools and viewpoints > Psychoanalytical and Freudian psychology > The Mind's Staircase: Exploring the Conceptual Underpinnings of Children's Thought and Knowledge
The Mind's Staircase: Exploring the Conceptual Underpinnings of Children's Thought and Knowledge

The Mind's Staircase: Exploring the Conceptual Underpinnings of Children's Thought and Knowledge


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About the Book

The Neolithic period, when agriculture began and many monuments - including Stonehenge - were constructed, is an era fraught with paradoxes and ambiguities. Starting in the Mesolithic and carrying his analysis through to the Late Bronze Age, Richard Bradley sheds light on this complex period and the changing consciousness of these prehistoric peoples. The Significance of Monuments studies the importance of monuments tracing their history from their first creation over six thousand years later. Part One discusses how monuments first developed and their role in developing a new sense of time and space among the inhabitants of prehistoric Europe. Other features of the prehistoric landscape - such as mounds and enclosures - across Continental Europe are also examined. Part Two studies how such monuments were modified and reinterpreted to suit the changing needs of society through a series of detailed case studies. The Significance of Monuments is an indispensable text for all students of European prehistory. It is also an enlightening read for professional archaeologists and all those interested in this fascinating period.

Table of Contents:
Contents: Part I:Introduction.R. Case, General and Specific Views of the Mind, its Structure, and its Development. R. Case, A Neo-Piagetian Approach to the Issue of Cognitive Generality and Specificity. R. Case, Advantages and Limitations of the Neo-Piagetian Position. Part II:The Role of Central Conceptual Structures in the Development of Children's Logico-Mathematical Thought.Z. Marini, Synchrony and Asynchrony in the Development of Children's Scientific Reasoning. S. Griffin, R. Case, R. Sandieson, Synchrony and Asynchrony in the Acquisition of Children's Everyday Mathematical Knowledge. A.M. Capodilupo, A Neo-Structural Analysis of Children's Response to Instruction in the Sight-Reading of Musical Notation. R. Case, R. Sandieson, Testing for the Presence of a Central Quantative Structure: Use of the Transfer Paradigm. Part III:The Role of Central Conceptual Structures in the Development of Children's Social and Emotional Thought.J. Goldberg-Reitman, Young Girls' Conception of Their Mothers' Role: A Neo- Structural Analysis. M. Bruchkowsky, The Development of Empathic Cognition in Middle and Early Childhood. A. McKeough, A Neo-Structural Analysis of Children's Narrative and its Development. S. Griffin, Young Children's Awareness of Their Inner World: A Neo-Structural Analysis of the Development of Intrapersonal Intelligence. A. McKeough, Testing for the Presence of a Central Social Structure: Use of the Transfer Paradigm. Part IV:The Role of Central Conceptual Structures in the Development of Children's Spatial Thought.S. Dennis, Stage and Structure in the Development of Children's Spatial Representations. D.T. Reid, Horizontal and Vertical Structure: Stages and Substages in Children's Motor Development. Part V:Cross-Domain Synchrony and Asynchrony in the Acquisition of Different Central Conceptual Structures.R. Case, S. Griffin, A. McKeough, Y. Okamoto, Parallels in the Development of Children's Social, Numerical, and Spatial Thought. J. Crammond, Analyzing the Basic Cognitive-Developmental Processes of Children with Specific Types of Learning Disability. M. Porath, Stage and Structure in the Development of Children with Various Types of "Giftedness." T.A. Fiati, Cross-Cultural Variation in the Structure of Children's Thought. Part VI:Conclusion.R. Case, The Mind and its Modules: Toward a Multi-Level View of the Development of Human Intelligence.

About the Author :
Robbie Case

Review :
"Robbie Case and his colleagues have devised a powerful alternative that promises to be much more effective in dealing with understanding in real children....In this book Case and his colleagues provide a powerful beginning for building this kind of exciting new framework." —Contemporary Psychology "...an extensive review of contemporary views of intellectual development....Each research project is detailed in a scholarly manner." —CHOICE "The Mind's Staircase is a remarkable book presenting Case's attempt to take into account a thoroughly alien set of perspectives and results and generate a new model that could integrate and account for results across the entire span of consideration -- in particular, both domain-general and domain-specific aspects of development. Case ends up with a model that seems to have just the right integrations and differentiations to be able to handle both specificity and generality of development." —American Journal of Psychology


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Product Details
  • ISBN-13: 9781134744800
  • Publisher: Taylor & Francis Ltd
  • Publisher Imprint: Psychology Press Ltd
  • Language: English
  • ISBN-10: 1134744803
  • Publisher Date: 15 Apr 2013
  • Binding: Digital (delivered electronically)
  • Sub Title: Exploring the Conceptual Underpinnings of Children's Thought and Knowledge


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