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Psychology - Child & School Psychology | Annals of Theoretical Psychology

Annals of Theoretical Psychology

Van Geert, Paul, Mos, Leendert, Baker, William J. (Eds.)

1994, XVI, 394 p.

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  • About this book

As a follow up to Volume 7, contributors continue to explore the latest developments in developmental psychology. Here, researchers focus on the integration of theory and research and evaluates theoretical progress and advanced research. Continuing with the successful format of previous volumes in Annals of Theoretical Psychology, Volume 10 presents four major contributions-each accompanied by commentaries and replies to commentaries.

Content Level » Research

Related subjects » Child & School Psychology

Table of contents 

Knowledge and Representation: The Acquisition of Knowledge in Infancy; G.E. Butterworth. On Neonatal Competence: Sleepless Nights for Representational Theorists? A. Costall. From Perception to Conception; J. Mandler. Reply to Commentaries; G.E. Butterworth. Mechanisms of Developmental Progression; L.A. Venger. Sociocultural Issues in Soviet Psychological Research; J.V. Wertsch. Mechanisms for the Translation and Communication of Developmental Theory; M.C. Boyes. Reply to Commentaries; L.A. Venger. Theory Integration versus Theory Selection in Developmental Psychology; J.J. Vonèche, E. Aewschlimann. Paradigm, Paraphrase, Paralogia, Paralysis: All in the Name of Science; B. Kaplan. Theory Building as Communication; J.A. Meacham. Culture and Human Development: A Coconstructionist Perspective; J. Valsiner Blowing Up a Growing Trend of Building a New Theory? I. Vari-Szilagyi. Human Development and the Reconstruction of Culture; S. McNaughton. The Mutual Construction of Asymmetries; I. Marková. Co-constructionism: What Is (and Is Not) in a Name? J. Valsiner. Index. Contents of Previous Volumes.

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