Development and Learning : Conflict or Congruence?

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ISBN: 9780805800098 | 0805800093
Cover: Hardcover
Copyright: 7/1/1987

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This volume juxtaposes two different domains of developmental theory: the Piagetian approach and the information-processing approach. Articles by experts in both fields discuss how concepts of development and learning, traditionally approached through cognitive-developmental theories such as Piaget's, are analyzed from the perspective of a task analytic, information-processing approach.

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List of Contributors	p. ix
Preface: Development And Learning--Questions	p. xi
Acknowledgments	p. xiv
References	p. xv
Conflict and Congruence In Development and Learning	p. 1
References	p. 16
Constructing Knowledge in School	p. 19
References	p. 49
Necessity: the Developmental Component in School Mathematics	p. 51
References	p. 68
The Role of Learning In Children's Strategy Choices	p. 71
Conclusions	p. 105
References	p. 107
Information Processing And Piagetian Theory: Conflict Or Congruence?	p. 109
References	p. 129
Educational--Developmental Psychology and School Learning	p. 133
References	p. 156
Going for the Middle Ground A Promising Place For Educational Psychology	p. 159
References	p. 171
Bandwidths of Competence The Role of Supportive Contexts in Learning And Development	p. 173
Introduction	p. 173
Conclusion	p. 216
References	p. 217
Acknowledgments	p. 217
Developmental Method Zones of Development, And Theories of the Environment	p. 225
References	p. 235
Epilogue Approaches to Development And Learning: Conflict And Congruence	p. 237
Acknowledgments	p. 250
References	p. 251
Author Index	p. 253
Subject Index	p. 259
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Development and Learning : Conflict or Congruence?

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