Working with Piaget: Essays in Honour of

For fifty years Barbel Inhelder (1913-1997) was the research companion of Jean Piaget. In this unique volume, published in her honour, leading international researchers examine the various aspects of her work and ideas and her contribution to developmental psychology. Following an initial chapter establishing Inhelder's stature as an independent researcher in her own right, the various research topics that she explored are reviewed and discussed with specific reference to her own perspective and in the chronological order in which she approached them. While the book explores Inhelder's work with her more famous colleague, it also highlights areas of research in which her ideas were at variance with those of Piaget, such as mental imagery, and areas in which her innovations have not been fully recognised, such as her discovery of the formal operations stage - an event usually attributed to Piaget - and her introduction of longitudinal studies in the field of cognitive development. Her research,viewpoint and contribution in other fields such as mental retardation, learning, and cross-cultural issues in development are also discussed. The final chapter, written by Inhelder herself, deals with experimental reasoning in children and adolescents and provides a glimpse of her creativity.

List of contributors	p. ix
Figure acknowledgement	p. x
Introduction	p. xi
Barbel Inhelder's contributions to psychology	p. 1
Beginnings	p. 1
Conservation 1936	p. 2
Mental retardation	p. 3
Space	p. 4
Chance	p. 4
Formal operations	p. 6
Memory and imagery	p. 7
Microgenesis in the child and in cultures	p. 7
Learning and development	p. 8
Cross-cultural development	p. 8
Strategies for discovery	p. 8
Notes	p. 10
References	p. 11
From structural diagnosis to functional diagnosis of reasoning: A dynamic conception of mental retardation	p. 13
Inhelder's intentions and methods	p. 14
Similarity or deficit?	p. 17
Diagnosis of reasoning or diagnosis of intelligence?	p. 25
Links with mental age and IQ	p. 27
From reasoning oscillations to a dynamic conception of mental retardation	p. 29
Acknowledgements	p. 34
References	p. 34
Perspective taking in the aftermath of theory-theory and the collapse of the social role-taking literature	p. 39
Agenda	p. 40
"The coordination of perspectives"--A prologue	p. 41
The decade of Piaget's and Inhelder's "re-birth"	p. 43
"Theory-theory" and the theory-of-mind enterprise	p. 51
Making a developmental project out of the study of children's developing theories of mind	p. 55
Conclusion	p. 59
References	p. 59
Buil ding a theory of formal operational thinking: Inhelder's psychology meets Piaget's epistemology	p. 65
The core of the Genevan formal operational oeuvre	p. 66
Formal thought: An early focus of Piagetian research	p. 67
The absence of a formal thought stage (1936)	p. 68
A contrast: Inhelder on adolescent thought	p. 69
A stark contrast: Piaget on formal thought, c. 1950	p. 71
Inhelder and Piaget: A new basis for collaboration?	p. 76
Post-Geneva, 1998	p. 77
Conclusions	p. 78
Acknowledgements	p. 81
Notes	p. 81
References	p. 81
The impact of social structure on development: An analysis of individual differences in cognition	p. 85
Some theoretical considerations	p. 85
Some history	p. 86
Designing the empirical studies	p. 89
Results	p. 94
Epilogue	p. 97
References	p. 99
The impact of developmental change and social constraints on cognition: The example of syllogistic reasoning	p. 103
Structuration and contexts of development	p. 104
Internal and external constraints of cognitive development	p. 106
Generalisation and consolidation in cognitive development	p. 108
A longitudinal study of social conditions in development	p. 109
References	p. 119
Mental imagery: From Inhelder's ideas to neuro-cognitive models	p. 123
The Geneva School and mental imagery	p. 123
Other perspectives	p. 125
Conclusion	p. 127
Note	p. 127
References	p. 127
Learning in Geneva: The contribution by Barbel Inhelder and her colleagues	p. 129
A surprising initiative	p. 129
The experiments	p. 131
A replication and a test of the linguistic hypothesis	p. 136
Conclusions	p. 138
References	p. 139
Scheme theory as a key to the learning paradox	p. 141
Introduction	p. 141
Preformation: A ruse to avoid research	p. 142
The source of the paradox	p. 143
The notion of "abduction"	p. 144
The generalising abduction	p. 145
An interpretation of scheme theory	p. 146
Conclusion	p. 147
References	p. 148
Culture and universals: A tribute to Barbel Inhelder	p. 149
Piaget/Inhelder, Vygotsky, development, and culture	p. 149
A theoretical framework for development	p. 153
Conclusion	p. 173
Acknowledgements	p. 174
Note	p. 175
References	p. 175
Barbel Inhelder and the fall of Valhalla	p. 179
Ships in the night	p. 180
Le cheminement des decouvertes de l'enfant	p. 182
Piaget's conception of psychology	p. 183
Piaget's epistemic subject	p. 185
What subject for psychology?	p. 186
Inhelder's conclusions	p. 187
Conclusion	p. 188
Notes	p. 189
References	p. 190
The experimental approach of children and adolescents (First published in Bulletin de Psychologie, 1954, 7(5), 272-282)	p. 193
The problems	p. 193
Definition	p. 194
Methods of investigating and analysing individual cases	p. 194
Discussion of the results	p. 202
Conclusion	p. 207
Author's note	p. 208
Translator's notes	p. 208
Author index	p. 213
Subject index	p. 221
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Working with Piaget: Essays in Honour of Barbel Inhelder

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