Neo-Piagetian Theories of Cognitive Development

Andreas Demetriou is Professor of Developmental Psychology at the Aristolian University of Thessaloniki; Michael Shayer is Lecturer in Psychology at King's College, University of London; Anastasia Efklides is Professor of Psychology at the Aristolian University of Thessaloniki.

Foreword. Introduction. Part I: General Principles of Cognitive Organisation and Change and Implications for Education. Cognitive Development in Educational Contexts: Implications of Skill Theory, Bidell, Fischer. Modes of Knowing, Forms of Knowing, and Ways of Schooling, Biggs. The Role of Central Conceptual Structures in the Development of Children's Scientific and Mathematical Thought, Case. Social Organisation of Cognitive Development: Internalization and Externalization of Constraint Systems, Valsiner. Structural Systems in Developing Cognition, Science and Education, Demetriou, Gustafsson, Efklides, Platsidou. Part II: Inducing Cognitive Change. Problems and Issues in Intervention Studies, Shayer. Training, Cognitive Change and Individual Differences, Efklides, Demetriou, Gustafsson. Improving Operational Abilities in Children, Csapo. Training Scientific Reasoning in Children and Adolescents, Goossens. Value and Limitations of Analogs in Teaching Mathematics, Halford, Boulton-Lewis. Developing Thinking Abilities in Arithmetic Class, Resnick, Bull, Lesgold. Causal Theories, Reasoning Strategies and Conflict Resolution by Experts and Novices in Newtonian Mechanics, Pozo, Carretero. Cognitive Prerequisites of Reading and Spelling: A Longitudinal Approach, Schneider, Naslund. Concluding Chapter. Returning to School: Review and Discussion, Biggs. Index.