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Equilibrium in the Balance [electronic resource] : A Study of Psychological Explanation / by S. Haroutunian.

By: Contributor(s): Material type: TextSeries: Springer Series in Cognitive DevelopmentPublisher: New York, NY : Springer New York : Imprint: Springer, 1983Edition: 1st ed. 1983Description: 157 p. online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781461255420
Subject(s): Additional physical formats: Printed edition:: No title; Printed edition:: No title; Printed edition:: No titleDDC classification:
  • 150 23
LOC classification:
  • BF1-990
Online resources:
Contents:
1 The Problem -- The Equilibrium Principle -- Outline of the Argument -- 2 Limitations in Piaget’s Equilibration Account -- Piaget’s Theory of Cognitive Development -- The Nativism Issue -- An Assessment of Piaget’s Account -- 3 The Biological Model -- Models in Science -- The Equilibrium Model -- Piaget’s Use of Genetic Assimilation -- Phenocopy and the Question of Origins -- 4 Piaget’s Use of the Phenocopy Principle to Explain Cognitive Change -- The Phenocopy Principle and Equilibration -- Piaget’s Use of Phenocopy and Limitations in Equilibration -- Chomsky, Piaget, and Nativism -- 5 Additional Limitations in the Equilibration Account -- Criteria of Developmental Explanations -- Decentration -- Contradiction -- Interaction -- Summary -- 6 The Representational Theory of Mind: Philosophical Implications -- The Representational Theory of Mind -- RTM’s Assumptions About What Must Be Innate -- Possible Objections to the Claim -- Intentionality -- RTM and the Equilibrium Principle -- Reference Notes -- References -- Author Index.
In: Springer Nature eBookSummary: For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop­ mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel­ opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive­ developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.
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1 The Problem -- The Equilibrium Principle -- Outline of the Argument -- 2 Limitations in Piaget’s Equilibration Account -- Piaget’s Theory of Cognitive Development -- The Nativism Issue -- An Assessment of Piaget’s Account -- 3 The Biological Model -- Models in Science -- The Equilibrium Model -- Piaget’s Use of Genetic Assimilation -- Phenocopy and the Question of Origins -- 4 Piaget’s Use of the Phenocopy Principle to Explain Cognitive Change -- The Phenocopy Principle and Equilibration -- Piaget’s Use of Phenocopy and Limitations in Equilibration -- Chomsky, Piaget, and Nativism -- 5 Additional Limitations in the Equilibration Account -- Criteria of Developmental Explanations -- Decentration -- Contradiction -- Interaction -- Summary -- 6 The Representational Theory of Mind: Philosophical Implications -- The Representational Theory of Mind -- RTM’s Assumptions About What Must Be Innate -- Possible Objections to the Claim -- Intentionality -- RTM and the Equilibrium Principle -- Reference Notes -- References -- Author Index.

For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop­ mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel­ opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive­ developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.

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