Catalogue


Working with Piaget [electronic resource] : essays in honour of Bärbel Inhelder /
edited by Anastasia Tryphon and Jacques Vonèche.
imprint
Hove [U.K.] ; Philadelphia, PA : Psychology Press, 2001.
description
xiv, 224 p. : ill. ; 25 cm.
ISBN
0863776213 (alk. paper), 9780863776212 (alk. paper)
format(s)
Book
More Details
imprint
Hove [U.K.] ; Philadelphia, PA : Psychology Press, 2001.
isbn
0863776213 (alk. paper)
9780863776212 (alk. paper)
restrictions
Licensed for access by U. of T. users.
catalogue key
10796158
 
Includes bibliographical references and indexes.
A Look Inside
Reviews
Review Quotes
This book is first-rate. It is a fine tribute to the contribution made by Barbel Inhelder to developmental psychology.-European Society of Developmental Psychology website
This item was reviewed in:
Reference & Research Book News, November 2001
To find out how to look for other reviews, please see our guides to finding book reviews in the Sciences or Social Sciences and Humanities.
Summaries
Back Cover Copy
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.
Main Description
For fifty years Bärbel 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.
Bowker Data Service Summary
For 50 years Barbel Inhelder (1913-1997) was the research companion of Jean Piaget. In this volume, leading international researchers examine the various aspects of her work, her ideas, and her contribution to developmental psychology.
Table of Contents
List of contributorsp. ix
Figure acknowledgementp. x
Introductionp. xi
Barbel Inhelder's contributions to psychologyp. 1
Beginningsp. 1
Conservation 1936p. 2
Mental retardationp. 3
Spacep. 4
Chancep. 4
Formal operationsp. 6
Memory and imageryp. 7
Microgenesis in the child and in culturesp. 7
Learning and developmentp. 8
Cross-cultural developmentp. 8
Strategies for discoveryp. 8
Notesp. 10
Referencesp. 11
From structural diagnosis to functional diagnosis of reasoning: A dynamic conception of mental retardationp. 13
Inhelder's intentions and methodsp. 14
Similarity or deficit?p. 17
Diagnosis of reasoning or diagnosis of intelligence?p. 25
Links with mental age and IQp. 27
From reasoning oscillations to a dynamic conception of mental retardationp. 29
Acknowledgementsp. 34
Referencesp. 34
Perspective taking in the aftermath of theory-theory and the collapse of the social role-taking literaturep. 39
Agendap. 40
"The coordination of perspectives"--A prologuep. 41
The decade of Piaget's and Inhelder's "re-birth"p. 43
"Theory-theory" and the theory-of-mind enterprisep. 51
Making a developmental project out of the study of children's developing theories of mindp. 55
Conclusionp. 59
Referencesp. 59
Buil ding a theory of formal operational thinking: Inhelder's psychology meets Piaget's epistemologyp. 65
The core of the Genevan formal operational oeuvrep. 66
Formal thought: An early focus of Piagetian researchp. 67
The absence of a formal thought stage (1936)p. 68
A contrast: Inhelder on adolescent thoughtp. 69
A stark contrast: Piaget on formal thought, c. 1950p. 71
Inhelder and Piaget: A new basis for collaboration?p. 76
Post-Geneva, 1998p. 77
Conclusionsp. 78
Acknowledgementsp. 81
Notesp. 81
Referencesp. 81
The impact of social structure on development: An analysis of individual differences in cognitionp. 85
Some theoretical considerationsp. 85
Some historyp. 86
Designing the empirical studiesp. 89
Resultsp. 94
Epiloguep. 97
Referencesp. 99
The impact of developmental change and social constraints on cognition: The example of syllogistic reasoningp. 103
Structuration and contexts of developmentp. 104
Internal and external constraints of cognitive developmentp. 106
Generalisation and consolidation in cognitive developmentp. 108
A longitudinal study of social conditions in developmentp. 109
Referencesp. 119
Mental imagery: From Inhelder's ideas to neuro-cognitive modelsp. 123
The Geneva School and mental imageryp. 123
Other perspectivesp. 125
Conclusionp. 127
Notep. 127
Referencesp. 127
Learning in Geneva: The contribution by Barbel Inhelder and her colleaguesp. 129
A surprising initiativep. 129
The experimentsp. 131
A replication and a test of the linguistic hypothesisp. 136
Conclusionsp. 138
Referencesp. 139
Scheme theory as a key to the learning paradoxp. 141
Introductionp. 141
Preformation: A ruse to avoid researchp. 142
The source of the paradoxp. 143
The notion of "abduction"p. 144
The generalising abductionp. 145
An interpretation of scheme theoryp. 146
Conclusionp. 147
Referencesp. 148
Culture and universals: A tribute to Barbel Inhelderp. 149
Piaget/Inhelder, Vygotsky, development, and culturep. 149
A theoretical framework for developmentp. 153
Conclusionp. 173
Acknowledgementsp. 174
Notep. 175
Referencesp. 175
Barbel Inhelder and the fall of Valhallap. 179
Ships in the nightp. 180
Le cheminement des decouvertes de l'enfantp. 182
Piaget's conception of psychologyp. 183
Piaget's epistemic subjectp. 185
What subject for psychology?p. 186
Inhelder's conclusionsp. 187
Conclusionp. 188
Notesp. 189
Referencesp. 190
The experimental approach of children and adolescents (First published in Bulletin de Psychologie, 1954, 7(5), 272-282)p. 193
The problemsp. 193
Definitionp. 194
Methods of investigating and analysing individual casesp. 194
Discussion of the resultsp. 202
Conclusionp. 207
Author's notep. 208
Translator's notesp. 208
Author indexp. 213
Subject indexp. 221
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