MARC Record from marc_columbia

LEADER: 04999cam a2201021 a 4500
001 15070296
005 20220521230814.0
006 m o d
007 cr cnu---unuuu
008 071005s2008 nyu ob 001 0 eng d
035 $a(OCoLC)ocn173681910
035 $a(NNC)15070296
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037 $a237917$bMIL
050 4 $aLB1590.3$b.C64 2008eb
055 02 $aBF723*
055 00 $aBF723 C5$bC64 2008
060 4 $a2007 L-083
060 4 $aWS 105.5.C7$bC6749 2008
072 7 $aEDU$x009000$2bisacsh
082 04 $a370.15/2$222
049 $aZCUA
245 00 $aCognitive development :$bneo-Piagetian perspectives /$cSergio Morra [and others].
260 $aNew York :$bErlbaum,$c©2008.
300 $a1 online resource (430 pages)
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
347 $adata file
504 $aIncludes bibliographical references and index.
588 0 $aPrint version record.
505 0 $aFrom Piaget to the neo-Piagetians -- The theory of L. Pascual-Leone -- Structuralist approaches to developmental stages -- Problem solving in children -- The cyclical nature of skill development -- Structures and processes in Case's theory of development -- Cognitive development as change in representations -- Cognitive development and emotional development -- Applications -- In conclusion.
520 $aTying together almost four decades of neo-Piagetian research, Cognitive Development provides a unique critical analysis and a comparison of concepts across neo-Piagetian theories. Like Piaget, neo-Piagetian theorists take a constructivist approach to cognitive development, are broad in scope, and assume that cognitive development is divided into stages with qualitative differences. Unlike Piaget, however, they define the increasing complexity of the stages in accordance with the child's information processing system, rather than in terms of logical properties. This volume illustrates these cha.
600 12 $aPiaget, Jean,$d1896-1980
600 16 $aPiaget, Jean,$d1896-1980.
650 0 $aConstructivism (Education)
650 0 $aCognitive learning.
650 0 $aCognition.
650 0 $aChildren.
650 0 $aChild development.
650 0 $aInfants.
650 0 $aCognition in children.
650 0 $aDevelopmental psychology.
650 12 $aCognition
650 22 $aChild
650 22 $aPsychological Theory
650 22 $aChild Development
650 22 $aInfant
650 6 $aCognition chez l'enfant.
650 6 $aConstructivisme (Éducation)
650 6 $aPsychologie du développement.
650 6 $aApprentissage cognitif.
650 6 $aCognition.
650 6 $aEnfants.
650 6 $aEnfants$xDéveloppement.
650 6 $aNourrissons.
650 7 $acognition.$2aat
650 7 $achildren (people by age group)$2aat
650 7 $ainfants.$2aat
650 7 $aEDUCATION$xEducational Psychology.$2bisacsh
650 7 $aCognitive learning.$2fast$0(OCoLC)fst00866532
650 7 $aConstructivism (Education)$2fast$0(OCoLC)fst00876181
650 7 $aKognitive Entwicklung.$2idszbz
650 7 $aTheorie.$2idszbz
655 4 $aElectronic books.
700 1 $aMorra, Sergio.
776 08 $iPrint version:$tCognitive development.$dNew York : Erlbaum, ©2008$z0805843582$z9780805843583$w(OCoLC)150343059
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio15070296$zTaylor & Francis eBooks
852 8 $blweb$hEBOOKS