Willis F. Overton – författare

In the past fifty years, scholars of human development have been moving from studying change in humans within sharply defined periods, to seeing many more of these phenomenon as more profitably studied over time and in relation to other processes. The Handbook of Life-Span Development, Volume 1: Cognition, Biology, and Methods presents the study of human development conducted by the best scholars in the 21st century. Social workers, counselors and public health workers will receive coverage of of the biological and cognitive aspects of human change across the lifespan.

In the past fifty years, scholars of human development have been moving from studying change in humans within sharply defined periods, to seeing many more of these phenomenon as more profitably studied over time and in relation to other processes. The Handbook of Life-Span Development, Volume 1: Cognition, Biology, and Methods presents the study of human development conducted by the best scholars in the 21st century. Social workers, counselors and public health workers will receive coverage of of the biological and cognitive aspects of human change across the lifespan.

Throughout its evolution, Piaget''s theory has placed meaning at the center of all attempts to understand the nature and development of knowing.

For Piaget, all knowing – whether sensorimotor, representational, or reasoned, and whether directed toward successful problem solutions or toward general understanding – is necessarily a construction which arises out of meaning making activity. It was in this context that the editors of this volume, originally published in 1994, approached the board of directors of the Jean Piaget Society with a proposal to organize a recent annual symposium around the topic of the nature and development of meaning. In forming this symposium and in moving from symposium to integrated text, the editors wanted to insure both a breadth and depth to the analysis of the topic.

Addressing philosophical, theoretical, and empirical perspectives, this issue-oriented volume provides an integrated exploration of the current understanding of the nature and development of meaning. Contemporary issues that frame alternative understandings of the nature of meaning – nativist vs. constructivist positions, and computational vs. embodied mind contexts – are examined as they impact on the investigation of meaning. Comparative, cognitive, and linguistic developmental dimensions of meaning are described and discussed.

Throughout its evolution, Piaget''s theory has placed meaning at the center of all attempts to understand the nature and development of knowing.

For Piaget, all knowing – whether sensorimotor, representational, or reasoned, and whether directed toward successful problem solutions or toward general understanding – is necessarily a construction which arises out of meaning making activity. It was in this context that the editors of this volume, originally published in 1994, approached the board of directors of the Jean Piaget Society with a proposal to organize a recent annual symposium around the topic of the nature and development of meaning. In forming this symposium and in moving from symposium to integrated text, the editors wanted to insure both a breadth and depth to the analysis of the topic.

Addressing philosophical, theoretical, and empirical perspectives, this issue-oriented volume provides an integrated exploration of the current understanding of the nature and development of meaning. Contemporary issues that frame alternative understandings of the nature of meaning – nativist vs. constructivist positions, and computational vs. embodied mind contexts – are examined as they impact on the investigation of meaning. Comparative, cognitive, and linguistic developmental dimensions of meaning are described and discussed.

A presentation of current work that systematically explores and articulates the nature, origin and development of reasoning, this volume''s primary aim is to describe and examine contemporary theory and research findings on the topic of deductive reasoning.

Many contributors believe concepts such as "structure," "competence," and "mental logic" are necessary features for a complete understanding of reasoning.

As the book emanates from a Jean Piaget Symposium, his theory of intellectual development as the standard contemporary treatment of deductive reasoning is used as the context in which the contributors elaborate on their own perceptions.

A presentation of current work that systematically explores and articulates the nature, origin and development of reasoning, this volume''s primary aim is to describe and examine contemporary theory and research findings on the topic of deductive reasoning.

Many contributors believe concepts such as "structure," "competence," and "mental logic" are necessary features for a complete understanding of reasoning.

As the book emanates from a Jean Piaget Symposium, his theory of intellectual development as the standard contemporary treatment of deductive reasoning is used as the context in which the contributors elaborate on their own perceptions.