Applies the principles of Jean Piaget to the development of the cognitive processes used in reading and writing at the college level. (RB)

Summarizes the work of Jean Piaget and others as it demonstrates the essential continuity of natural thought processes and formal rhetorical structures. (DD)

Described is an application of Jean Piaget's model of cognitive development of normal children to the cognitive development of trainable mentally handicapped children. (CB)

This document, published in India by the Regional College of Education, deals with 13 subjects: the tough context (thinking), definitions of concept, functions of concept, the process of concept formation, discriminant learning, mediation process, second signalling system, factors affecting concept formation, studies in concept formation, the…

Discusses a statement on art education by Jean Piaget, who makes some points about the relatively evanescent character of artistic development among children. (Author/RK)

Focuses specifically on Jean Piaget's theory of development. Examines Piaget's ideas about constructivism and explores the application of this theoretical perspective to the conceptualization of curriculum development. (MG)

The types of egocentric cognition described by Jean Piaget are discussed in relation to schizophrenic thinking. For related articles, see TM 501 288 and 290. (RC)

A review of Imitation in Children" (U. of Chicago Press), by Paul Guillaume, which first appeared in 1926 in a volume coedited by Jean Piaget. (RY)

Discusses aspects of the thinking and language of young children that have been described by Jean Piaget and their implications for the education of young children. (Author)

It is argued that a Jean Piaget anecdote about an alleged memory implanted in a young child leading to both a visual and semantic memory that persists despite disconfirming evidence is entirely different than the recovered memory debate, which is about the alleged introduction of memories to grown adults. (CR)

Jean Piaget's theory of cognitive development described what children are capable of doing at each stage of development; new research focuses on actual use of these capabilities. (Author/MLF)

Focuses on the tensions between two psychological frameworks in the negotiation of teaching practices, curriculum, and ideas about what constitutes childhood: (1) the theories of Jean Piaget focused on behavior at different developmental stages; or (2) the Susan Isaacs research that took a general view of children's intellectual capabilities. (CMK)

The theories of Karl Popper, Imre Lakatos, and Jean Piaget are examined in an attempt to find answers to some long-standing, critical problems in mathematics education. (MK)

A review of Science and Education and the Psychology of the Child (Grossman, 1970) by Jean Piaget and Educational Implications of Piaget's Theory (Ginn-Blaisdell, 1970) by Irene J. Athey and Duane O. Rubadeau. (CK)

Despite being eclipsed in recent years by simulation theory, theory of mind and accounts of executive functioning, social-relational approaches to perspective taking and coordination based on the ideas of Jean Piaget and George Herbert Mead have never completely disappeared from the literature of developmental psychology. According to the…